Components of teachers’ evaluative activity culture

Abstract

The problem of the culture of teachers’ evaluative activity is associated with solving problems related to evaluating students’ achievements in educational activities, evaluating changes in students’ personal achievements, the formation of skills, universal educational actions and the level of functional literacy. In solving this problem, an important role is played by the teacher who has the ability to carry out the process of students’ self-realization and to provide a comprehensive assessment of not only students but also the effectiveness of their own professional and pedagogical activities.

The culture of a teacher’s evaluative activity is presented in research as a process of interaction with a student which is clearly aimed at forming evaluative judgments about the subject, metasubject and student’s personal results among the subjects of the educational process (E.G. Matvievskaya). This integrative quality is formed at the intersection of value orientations and professional skills. In this regard, it is important to clarify the structure of the culture of evaluation activities which ensures compliance with the requirements of the current Federal State Educational Standards for General Education and allows us to talk about the methodological integrity of evaluation activities.

The article identifies the components that represent the holistic structure of a teacher’s evaluative activity culture and reveal the full cycle of a teacher's evaluative activity culture.