Formative assessment in the preparation of IT specialists for teaching in the system of extended professional education

Relevance is determined by the need to train teachers of information technologies and programming languages for the system of extended professional education.

Aim. To substantiate the application of formative assessment in the process of training specialists in the field of information technology and programming languages for teaching in the system of extended professional education.

Methodology. The main content of the study is an analysis of the results of a formative experiment conducted on the base of an organization of extended professional education specializing in information technologies and programming languages.

Scientific novelty / theoretical and/or practical significance consists in substantiating the expediency of using formative assessment in the process of training specialists in the field of information technology and programming languages for teaching in the system of extended professional education. The results of the research contribute to the theory and practice of teaching and training teachers of information technologies and programming languages for the system of extended professional education.

Results. The results of an experiment aimed at identifying the influence of formative assessment on the process of training specialists in the field of information technology and programming languages for teaching are considered. The study confirms that the use of formative assessment in the described conditions has a positive effect on the effectiveness of learning, expressed as the readiness of students to work independently as teachers, if it is built in accordance with the main features of adult learning, formulated by such researchers as M. Knowles, S.G. Vershlovsky, A.A. Verbitsky, M.V. Klarin and others.

Conclusions. It is shown that such training directly depends on the use of formative assessment.

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