ASSESSMENT OF THE PROFESSIONAL ACTIVITY OF PEDAGOGICAL PERSONNEL: DOMESTIC AND FOREIGN EXPERIENCE

This article presents an overview of domestic and foreign publications on the evaluation of the professional activity of teachers. We singled out the model of internal evaluation, which consists of the evaluation of the teacher's professional activity based on the results of the students' educational activity and the formative evaluation, which is based on observations of the teacher's activity. As a separate type of assessment, we provide a model of external assessment, namely the certification of teaching staff. In each evaluation model, researchers pay attention to their positive and negative characteristics. Existing schemes for evaluating the teacher's professional activity have various forms, they differ significantly in terms of frameworks, methods, criteria, standards and tools for collecting data on the teacher's activity. Teacher evaluations in Western countries differ in the procedures for conducting them, and often the differences lie in the scale of the evaluation, the frequency of the evaluation, the determination of those responsible, the development of criteria, the methods of collecting information for this process, the impact of the results on the educational process and the position of the teacher. Most of the authors of the presented publications are united in the fact that the system of evaluation of the teacher's professional activity should be organized in such a way that it contributes to his professional growth, so that different models, forms, methods, methods of evaluation can be used in one educational institution, so that they are a tool that contributes to the improvement of the quality of the educational process.