CRITERIA-BASED ASSESSMENT OF EDUCATIONAL ACHIEVEMENTS OF STUDENTS IN AN EDUCATIONAL ENVIRONMENT WITH DISABILITIES

Abstract

The article discusses the actual problem of assessing student achievement in an inclusive school. The authors describe the existing contradictions in the system of assessment of educational results in Kazakhstan's inclusive practice. Based on the data of monitoring studies and publications of specialists in the field of inclusive education, the most frequently used tools for the criterion assessment of educational achievements of students with disabilities have been identified. As a result of the conducted research, a system of possible parameters for evaluating the activities of various subjects of the inclusive educational process is presented. The criteria for evaluating students' academic achievements in language disciplines are based on Bloom's taxonomy. Criteria for evaluating students' academic achievements have been developed at all levels of education. With the establishment of the degree of compliance of the actual achieved results of students with the planned learning goal, for children with special needs, the assessment of educational achievements of students continues in accordance with previously known criteria. The most difficult issue today is the assessment of students' achievements in an inclusive school, which leads to an aggravation of a number of contradictions: - between the objective need to create a personality-oriented system of pedagogical monitoring and the orientation of modern education towards the assessment of educational achievements.

At the same time, only the work is evaluated, not the personality of the students; the student's work is compared with the benchmark (the type of work performed very well), and not with the work of another student; the standard will be known to students in advance. You can only evaluate what you have already taught, so the evaluation criteria are a clear idea of the learning objectives.