DIAGNOSTICS OF ACADEMIC ACHIEVEMENTS OF HIGH SCHOOL STUDENTS IN THE SUBJECT «GEOGRAPHY»

Abstract

In the context of reforming the education system of the Republic of Kazakhstan, the introduction of a new criteria-based assessment system becomes relevant. This article presents modern methodological and practical approaches in the development and implementation of a multi-level assessment process for high school students in the subject “Geography”. Using the example of a pedagogical experiment in a secondary school-gymnasium named after Abay, the city of Arkalyk, pedagogical diagnostics was considered as one of the factors for the successful implementation of the curriculum in the subject “Geography”. Specific examples of tasks for high school students are given, revealing their level of knowledge and understanding of basic geographical terms, processes and phenomena. The features of planning and implementation of assessment activities taking into account the individual characteristics of students are presented. Various types of tasks are shown, the purpose of which is to determine the level of critical thinking in students, as well as to develop practical skills in working with statistical data. Based on the results of the work, recommendations were proposed for the process of assessing students in secondary schools. The most important elements in the process of assessing the educational achievements of students in the “Geography” course in high school in the Republic of Kazakhstan have been identified.