Pedagogical conditions for the modular-rating assessment of the quality of the future educators’ pedagogical knowledge

The article is devoted to the problem dealing with the optimization of the assessment system of the future educators' knowledge. The purpose of the research is to scientifically substantiate and experimentally test the effectiveness of the pedagogical conditions for the modular-rating assessment of the quality of the future educators' pedagogical knowledge in the process of professional training at a pedagogical institution of higher education. The research methods are as follows: theoretical (analysis, synthesis, comparison, generalization of scientific sources on the investigated problem), empirical (various methods of pedagogical control of the future educators' knowledge: current (pedagogical observation, oral questioning, testing), periodical (written control works, defence of papers), final (exam); pedagogical experiment (stating, forming, controlling stages). The content and results of the research. The essence of the notion “pedagogical conditions for the modular-rating assessment of the quality of the future educators' pedagogical knowledge” has been specified; different approaches of scientists to the definition of pedagogical conditions for assessing the quality of knowledge demonstrated by students majoring in different specialties have been considered. The stages of the experimental research (stating, forming, controlling) have been presented. The criteria and indicators have been determined; the levels (high, sufficient, intermediate, low) of the modular-rating assessment of the quality of the future educators' pedagogical knowledge have been characterized. The results of the stating experiment have been presented. At the forming stage of the research, the pedagogical conditions for the modular-rating assessment of the quality of the future educators' pedagogical knowledge within the experimental group were implemented: provision of a systematic control implemented by the teacher over all types of each student's independent and individual work; the introduction of a comprehensive criterion for assessing the quality of students' work; application of modern methods of current and periodic knowledge control. The results of the controlling experiment which prove the effectiveness of the proposed pedagogical conditions for the modular-rating assessment of the of future educators' knowledge have been presented.