DIDACTIC POTENTIAL OF PORTFOLIO-BASED ASSESSMENT IN TRAINING FUTURE OLIGOFRENOPEDAGOGUES
Keywords:
Portfolio, assessment, oligofrenopedagogue, methodical competence, reflection, monitoring, IEP, special education.Abstract
This article analyzes the didactic potential of portfolio-based assessment in the process of training future oligofrenopedagogues (special educators for individuals with intellectual disabilities). The portfolio is highlighted as an effective assessment tool that serves to systematically collect the results of a student's educational and practical activities, provide step-by-step monitoring of their methodical preparation, and foster the development of professional reflection. The research outlines the content and structural components of the portfolio, as well as the advantages of its application within the field of special education. The findings substantiate that portfolio-based assessment positively influences the formation of competencies such as methodical thinking, the design of Individualized Education Programs (IEP), the planning of correctional-developmental sessions, and self-assessment skills among future oligofrenopedagogues.
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