A MODERN SYSTEM OF EVALUATING THE SPEECH COMPETENCE OF STUDENTS OF PRIMARY EDUCATION IN UKRAINE AND GERMANY

Abstract

The purpose of the study is to analyze and compare modern systems for evaluating the speaking competence of students of primary education in Ukraine and Germany. To achieve this goal, the following research methods were used: analysis of scientific literature – to determine the theoretical foundations of language competence; systematisation – to describe and classify the systems of assessment of primary school students' language competence in Ukraine and Germany; comparison – to compare the systems of assessment of primary school students' language competence in both countries; generalisation – to summarise the results and identify prospects for further research. The results of the study showed a difference in approaches to the assessment of language competence in both countries, noting similarities in the use of communicative methods and the importance of adapting assessment practices to the socio-cultural context. The article presents a detailed comparative analysis of the system of assessment of primary school students' speech competence in Ukraine and Germany. The content of the concept of «speech competence» is specified and its types (listening, speaking, reading, writing) are indicated, the purpose of Ukrainian language and literature lessons in primary school (Ukraine) and German language lessons in primary school (Germany) is clarified; forms of assessment of knowledge of primary education students are described and provides examples of effective tools for formative assessment and teacher-student interaction that are actively used in modern primary school lessons; focuses on the importance of using self-assessment and mutual assessment sheets; considers the requirements for literacy assessment standards for primary school students in both countries and indicates the criteria for assessing the academic achievements of students in grades 1–4 in the development of oral and written language. It is emphasised that the problem of objective assessment of students of primary education knowledge is a leading and decisive factor in the formation of their personality. The conclusions indicate the need for further research on this issue and exchange of experience with EU countries in order to improve the system of assessment of primary school students' language competence and increase the effectiveness of learning.