A Criteria-Based Approach to Assessing Typical Calculations in Higher Mathematics as a Way Of Increasing the Objectiveness of Monitoring the Educational Results of Future Mathematics Teachers

In the context of implementing the competence-based approach in higher pedagogical education, as defined by the Federal State Educational Standards (FSES HE), the problem of objectifying assessment, particularly when evaluating complex works such as standard assignments (typical calculations) in mathematical disciplines, becomes relevant. Traditional approaches to assessing standard assignments are often summative in nature and do not allow for a differentiated evaluation of the formation of professional competencies.

The theoretical substantiation, development, and testing of a criteria-based approach to assessing standard assignments in higher mathematics, aimed at increasing the objectivity, transparency, and validity of monitoring the educational outcomes of future mathematics teachers.

The research materials included scientific literature on pedagogy and the methodology of mathematical education, curriculum syllabi, and teaching aids. Theoretical methods (analysis, modeling), empirical methods (pedagogical experiment, expert evaluation), and mathematical-statistical data processing methods were employed.

The authors have developed and tested a structural-functional model of a standard calculation assignment, which expands its didactic potential by incorporating blocks of meta-information, theoretical review, self-assessment, action methods, and reference samples. Based on target professional competencies (exemplified by PC‑4), a system of criteria-based assessment was proposed. Testing of the approach in the educational process demonstrated a stable positive trend in educational outcomes. The scientific novelty lies in the comprehensive development and empirical confirmation of the effectiveness of an adapted criteria-based approach for objective monitoring and the formation of competencies of future mathematics teachers.

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