CONCEPT OF DEVELOPING LEARNING IN THE MODEL OF LEARNING ACHIEVEMENT ASSESSMENT

The competitiveness of young people in the labour market is determined by the level of their education or a set of competencies satisfying modern requirements, and objective assessment methodology is needed for the identification and monitoring of students' ability to master the quality, growth dynamics and improvement of this set of competencies. The improvement of organization management system that is aimed at excellent and efficient management makes use of RADAR assessment methodology. The Article deals with the learning achievement assessment model in the chemistry-teaching course that has been synthesized on the RADAR assessment concept basis. The developed model is based on four priorities: 1. Assessment is transformative – it is carried out individually and collectively to stimulate students to develop the adequacy effect aimed at becoming aware of their learning abilities. 2. Assessment can be reviewed – the set of criteria provides information on improvement possibilities and harmonization that would promote the formation of the continuous improvement spiral. 3. Assessment can be deployed – the acquired information is applied, planned and used in experiments to promote changes in learning activities. 4. Assessment is successive – elements of assessment process promote successive assessment during the learning process.