WORLD TRENDS IN DEVELOPMENT OF CONTROL AND EVALUATION OF THE RESULTS OF EDUCATIONAL ACTIVITY OF YOUNG SCHOOL SCHOOLS

Introduction: The system of knowledge evaluation in different countries of the world and its characteristic features are considered. The modern assessment system of education in Norway, Denmark, Austria, Germany, Great Britain, and France was traced. The world tendencies of development of control and evaluation of results of educational activity of pupils of junior school age are determined. Purpose of the article – to determine the world trends in the development of monitoring and evaluation of the results of educational activities of pupils of elementary school age. Results. By expanding the world trends in the development of analysis and evaluation of the results of the educational activities of pupils of elementary school age, we note that the improvement of the evaluation system – the students' progress, the work of educational institutions, the qualification level of teachers, the efficiency of the system of the inspection system, and the perfection of educational qualifications – serves as a tool for improving the quality in reforming the content of education. Modernization of evaluation systems became of particular importance in the 90s of the XX century in connection with the tendencies of the diversification of public educational institutions in order to provide greater freedom of educational choice, transfer of control over the use of resources and the implementation of curricula and programs to local authorities and schools by the central authorities, the intensive development of non-state and private schools. Improving approaches to assessing learning outcomes is also reinforced by integration processes in Europe and the need to find a consensus on the conceptual framework used by different countries. In order to identify the main criteria for improving the evaluation system in the EU, at the present stage, the process of developing the following key concepts is under way: – what should be the basis for evaluation: the achievement of personality in comparison with other students (assessment in relation to the norm) or achievement of a relatively independent standard (evaluation with respect to the criterion)? – which means of checking the correctness of the evidence are necessary to establish the likelihood of evaluation decisions ? – how should the quality of the evaluation process be ensured? Successful solving of these problems will enable to build a coherent system of diagnostics of the level of training of the younger generation in Western European countries, which will be an important step to ensure a fundamental improvement in the quality of secondary education. Conclusions. Thus, the assessment of the success of elementary school students plays an important in the educational process of foreign countries. It provides the necessary information about the level of knowledge and the degree of progress of the students, allows you to better analysis the quality of education at different levels.