MODEL OF IMPLEMENTATION OF ORGANIZATIONAL AND METHODOLOGICAL CONDITIONS FOR EVALUATING THE QUALITY OF KNOWLEDGE OF FUTURE PHYSICS TEACHERS

Abstract

Summary. The article reveals the relevance of the problem of improving the methodology for assessing the quality of knowledge of future physics teachers, which is an integral and important component of their professional training in a higher education institution.

The analysis and systematization of information sources made it possible to find out that evaluation is the process of formulating conclusions based on the comparison of quantitative indicators obtained from various sources with standards, and quality is compliance with some given standards.

Assessing the quality of knowledge of physics students involves the use of data collected (with the help of various diagnostic tools) in order to form an evaluative judgment about their knowledge, understanding, and awareness.

It was found that conducting scientific research in fundamental and practical directions, as well as creating a technical base, including a single information network and compatible electronic databases, is an important aspect of achieving the effectiveness of assessing the quality of students' knowledge.

A number of organizational and methodical conditions for assessing the quality of knowledge of future physics teachers during their studies at higher educational institutions have been identified and characterized: increasing the motivation of scientific and pedagogical personnel to optimize the process of assessing the quality of knowledge of future physics teachers; development of a system of modern didactic and methodological support for assessing the quality of knowledge of future physics teachers; creation of pedagogical workshops for the formation of control and evaluation competence of future physics teachers in the institution of higher education.

The study presents a model of the implementation of organizational and methodological conditions for assessing the quality of knowledge of future physics teachers in the education system of a higher education institution, which consists of 3 blocks: methodological-target, content-methodical, and control-evaluative, which reflect the practice of implementation in the educational process.