Main criteria for evaluation of learning achievements of students with cognitive disorders in the conditions of competence approach_

Abstract

The article deals with the problem of assessment of students with cognitive impairment in a competent manner,
the main principles of which are outlined in the concept of the New Ukrainian School. The key criteria of learning
achievement of students with cognitive impairment are described. The goal of the article is the question to
reveal psychological preparedness of students with cognitive impairment to study at school and the main
criteria of their academic achievement in a competent manner. Methods of search, analysis, systematization
and generalization of the researched material were used to achieve the set goal and to reveal the subject.
Based on the principles of the competence approach of education children with special needs is
defining in the concept of the New Ukrainian School are the following: education for life, successful
socialization in society and personal development based on learning by students of socially significant
skills (competencies); assessment to provide opportunities to a student to plan their learning achievement
independently and to improve them in the process of self-assessment; various forms of organization of
pupils’ activities on the basis of their own motivation and responsibility for the result; matrix management
system, delegation of authority, involvement of parents, students and people from outside in the
administration of education and evaluation the result etc.
It is reasoned that the evaluation of result of learning achievement of students should be based on
the assessment of the components of educational activity: content, operational-organized, emotionalmotivational
and to provide evaluation within the limits of opportunities to students to acquire program
material due to peculiarities of their mental development and evaluation of their qualitative characteristics
etc. The basic indicators of assessment of social-emotional, cognitive, physical development and
components of speech development (reading, writing, oral speech) of students with cognitive impairment
are substantiated. The structure of psychological and pedagogical characteristics of students with
cognitive impairment is described and the example of design is given.