ABORDĂRI METODOLOGICE DE DEZVOLTARE A COMPETENȚEI DE EVALUARE FORMATIVĂ LA CADRELE DIDACTICE UNIVERSITARE

Valeria BOTEZATU, Nina BÎRNAZ Universitatea de Stat din Moldova

Аннотация

METHODOLOGICAL APPROACHES TO THE DEVELOPMENT OF FORMATIVE ASSESSMENT COMPETENCE OF UNIVERSITY TEACHERS This article presents theoretical and methodological benchmarks for the development of formative assessment competence among university teachers, structured in a psycho-pedagogical model for the development of formative assessment competence. This model outlines guidelines for the development of formative assessment competence in higher education. The psycho-pedagogical model for the development of formative assessment competence is built on philosophical foundations (experiential theory, pragmatism, functionalism), psycho-pedagogical foundations (humanistic personality theory, progressivism, constructivism, behaviorism, competence pedagogy, full learning theory, evidence-based design theory), cybernetic foundations (feedback control theory) and conceptualizes theoretically and practically the development of formative assessment competence of teachers. According to the competence training model, the formation of formative assessment competence involves a complex process, by involving the teaching staff in specific categories of training situations, which require knowledge and understanding, action, autonomy. Keywords: formative assessment, competence of formative assessment, measurement, feedback, appreciation.