Home – Home – Jornals – "Philosophy of Education" 2016 number 4

The article is devoted to the concrete definition of competency-based approach concepts in educational practices and to the contents of educational achievements, which are to be obtained by its means. Concrete expressions are given to provide the basis and institutionalization for new forms of educational achievements evaluation within the framework of the competency-based and functional paradigms. The paper also presents the differentiation between productive and reproductive competencies as two types of educational results, predetermining different types of educational contents, forms of the educational process, and forms of educational achievements evaluation. Within the framework of this differentiation, especially in the framework of productive activities, the person’s ability to act in the moments of uncertainty when the question of possession of specific competencies becomes acute, adopts a special meaning. The author adheres to the opinion that the students have to be emerged exactly into these situations when evaluating the competency achievements, which requires adopting new methods and forms of evaluation. The author believes that modern educational practices are to make a step towards the formation of productive competencies, and also perform a number of fundamental changes in the structure and contents of the educational process. Performing such a shift may provoke major reconsideration of the evaluation format which is not similar to the traditional one. The article is aimed at shaping the base principles of the educational achievements evaluating and at reconstruction of some of their bases. The paper also provides a critical analysis of the project method of teaching as one of the methods claiming to provide setting up the productive competencies. The peculiarities of the practice-oriented education as providing self-determination and engaging students into the spheres of practical tasks are revealed. The article provides grounds to support the idea that in the process of formation and evaluation of productive competencies, an open-type problematic material should be used as a unit. The work also features an attempt to formulate some modern fundamental competencies at the edge of teenagers, at tracing which the new forms of evaluation of educational achievements should be aimed at.