Methods and means used in summative assessment

There are various models of assessment of student achievement in school practice. The most common among them is the assessment by results. Modern education in a managerial sense evaluates the activities of pedagogical workers, educational institutions and the system based on the dynamics of the development of the learning outcomes of learners. It is possible to carry it out only if there is a database of information collected during an objective assessment of training achievements. Ensuring the objectivity of the assessment of training achievements allows you to plan and manage educational activities at the enterprise on a scientific basis. And this does not happen suddenly or on command. This is possible during the emergence of new managerial thinking and its application in the learning process. This is because student achievement assessment is one of the key factors for improving management efficiency at all levels of the education system. For an objective assessment of student achievements, the summative assessment should be based on clearly given criteria, the results of which should allow analyzing the relevant learning indicators. Intra-school assessment of student achievements in secondary schools in modern times is one of the urgent problems of theoretical and pedagogical practice. Measuring the quality of education and the results of activity at different stages of development of society, as well as analyzing the results of the measurements, have always been the main point of interest of pedagogic scientists and methodologists. If the theoretical side of the problem attracted the attention of the researchers of this field more, the quality level of education in general education schools and the accessibility of the mechanism of evaluation of student achievements caused the concern of education managers and educators. Therefore, in order to successfully implement the important goals facing secondary schools from the perspective of modern requirements, it is necessary to create a new legal normative base in the field of summative assessment of student achievements, to organize training courses that serve to increase the level of professionalism and pedagogical skills of school leaders and teachers in this field, to prepare methodological recommendations and other turns the successful solution of important issues into demand. In such approaches, the need to develop new, reliable and scientifically based evaluation mechanisms for the purpose of accurate and objective measurement of student achievements in general education schools, as well as the evaluation of the school's activity, emerges as the need of the day. For this purpose, first of all, the study of scientific and theoretical approaches in the field of summative assessment of student achievements, the essence, content, goals and tasks of summative assessment have been systematically investigated, its possibilities have been revealed and the ways of effective use of those possibilities have been determined. From the analysis of theoretical-pedagogical and methodological literature it follows that in Azerbaijan and foreign practice there was no systematic research on summative assessment of student achievement in secondary schools. It is impossible to obtain reliable information about the quality level of education in schools without using purposeful, systematic and scientifically-pedagogical approaches to the summative assessment of students' learning achievement in secondary schools.