Evaluation and reflection: historical and methodological aspect of the development of concepts

The rationale for choosing the topic was the changes in the Federal Standard of Primary and Secondary Vocational Education through the prism of the ideas of the great Russian teacher K. D. Ushinsky. The article examines the works of K. D. Ushinsky «A few words about teacher marks (points) used in our time and throughout Russia», «The project of a teacher’s seminary» in the interpretation of the modern society’s request for training. The purpose of the article is to consider the main pedagogical ideas of K. D. Ushinsky through the prism of the professional development of the future teacher as a carrier of new literacies of the XXI century at the stage of secondary vocational education. Methodology and methods. The methodological basis of the article is the works of K. D. Ushinsky, M. S. Dobryakova, Sh. A. Amonashvili, M. A. Pinskaya, Federal Standard of Primary Education, Federal Standard of Secondary Vocational Education. Methods: retrospective analysis of scientific and pedagogical literature; system-functional analysis of pedagogical experience. The main results of the study. The transformation of K. D. Ushinsky’s pedagogical idea of semantic evaluation into critical self-evaluation and the influence of evaluation on the development of students’ reflection skills. Scientific novelty. The transition from semantic assessment to formative and authentic assessment allows students to track the literacy of the subject tasks. That is, the emphasis is on the ability to apply knowledge or a combination of skills in real conditions. Practical significance. The results of the study reveal the transition of emphasis from the point system to verbal assessment, which subsequently forms students’ critical assessment of their activities, reflection at the stage of secondary vocational education.