SELF-ASSESSMENT OF LEARNING ACTIVITIES BY PRIMARY SCHOOL STUDENTS: ESSENCE, TYPES AND FUNCTIONS

Abstract

The relevance of the problem of studying self-assessment of learning activities is due to the need to form this skill in general secondary school students, in particular, in primary school students. The purpose of the article is to reveal the essence of self-assessment of learning activities, to clarify its types and functions, to analyze the state and possibilities of using self-assessment by primary school students.
The article analyzes the scientific and pedagogical literature on self-assessment of l learning activities. As a result of the analysis, the essence of the concepts of "self-assessment of learning activities" and "self-evaluation of learning activities" is formulated; the connections of self-evaluation of learning activities as a result of the self-assessment process with self-esteem, other self-organizational skills and learning skills are traced; the classification of types (general and partial; high, medium and low; adequate and inadequate (overestimated or underestimated); conflict and conflict-free; prognostic, actual and retrospective) and functions (motivational, orientational, regulatory, reflective) of self-evaluation as a result of self-assessment are clarified.
The role of purposeful teacher’s work, teacher’s assessment and mutual assessment, diversification of forms of self-assessment, adherence to generally accepted principles and criteria in the formation of the ability to self-assess the learning activities of primary school students is analyzed. The levels of students’ mastery of self-assessment are determined. It has been found that the New Ukrainian School directs the teacher to develop and implement methods for the formation of self-assessment of students’ learning activities.