Formation of readiness of future mathematics teachers for monitoring, diagnostics, and assessment of learning outcomes

Abstract

The article highlights the problem of preparing future mathematics teachers for monitoring, diagnostics, and assessment of students’ learning outcomes in the context of the New Ukrainian School reform. Based on the analysis of normative and legal documents (the Laws of Ukraine “On Education”, “On Complete General Secondary Education”, the State Standard of Basic Secondary Education, the State Standard of Specialized Secondary Education, and the Professional Standard “Teacher of a General Secondary Education Institution”), as well as current research in the field of mathematics education, the necessity of purposefully developing evaluative-analytical and diagnostic competencies in master’s students is substantiated. These competencies ensure the future teacher’s ability to carry out pedagogical diagnostics, analyze learning outcomes, conduct monitoring of the quality of mathematics education, and make pedagogically sound decisions based on educational data.

The article presents the purpose, objectives, and content of the academic course “Monitoring, Diagnostics, and Assessment of Mathematics Learning”, developed within the framework of the master’s program for future teachers. The structure of the course is defined as one that integrates the theoretical foundations of assessment, methods of pedagogical diagnostics, and the practice of conducting monitoring studies using digital tools. It is shown that the implementation of the course content promotes the development of analytical, reflective, and prognostic thinking in future teachers, fosters their ability to carry out objective, ethical, and inclusive assessment, and enhances their readiness to implement formative assessment in educational practice.