Implementation of control and assessment activities of an informatics teacher at the level of basic general education

Abstract

The article focuses on the development and implementation of a comprehensive model for control and assessment activities of informatics teachers in the context of basic general education. The model includes task banks for initial diagnostics, ongoing, intermediate, and final assessments. The relevance of using formative assessment as a feedback tool and increasing student motivation is emphasized in the article. Practical examples of tasks adapted for different stages of learning are presented, along with methods for integrating them into the educational process using modern technologies such as the Moodle platform. Special attention is paid to the assessment criteria and their adaptation to the individual needs of students, which allows for a multidimensional assessment and takes into account different levels of material assimilation. The proposed integrative approach corresponds to the updated Federal State Educational Standards for basic general education and promotes the development of independence and the subjective position of students.