Competency-Based Foundations of Assessing Learning Outcomes in Mathematics in Grades 7–9 of General Secondary Education Institutions

- Вашуленко, О.П. (orcid.org/0000-0002-4972-6246) (2026) Competency-Based Foundations of Assessing Learning Outcomes in Mathematics in Grades 7–9 of General Secondary Education Institutions Актуальні питання природничо-математичної освіти, 1 (27). pp. 5-11. ISSN 2519-2361

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Abstract

The article substantiates the competency-based foundations of assessing learning outcomes in mathematics in grades 7–9 of general secondary education institutions in the context of implementing the State Standard of Basic Secondary Education. The aim of the article is to provide a theoretical justification of these foundations and to characterize the main conceptual approaches to the assessment of mathematics learning outcomes. The research methods include the analysis of regulatory documents and scientific-methodological sources, generalization of pedagogical experience, as well as comparative and systemic analysis of assessment approaches. The transformation of the role of assessment in the modern educational process is revealed: from a controlling function to a tool for supporting students’ learning progress, developing mathematical competence, and applying mathematical knowledge in various situations. The results of the study show that within competency-based education assessment should be integrated into the learning process and aimed not only at recording results but also at developing cognitive activity, mathematical thinking, and students’ learning autonomy. The main approaches to assessment are analyzed: activity-based, competency-based, criterion-based, formative, results oriented, and learner-centered. Their combination ensures alignment of assessment with learning goals, expected outcomes, and types of learning activities. The importance of assessing the process of mathematical activity, the role of formative assessment, clear criteria, and various forms of feedback for developing reflection and self- and peer-assessment skills is substantiated. The practical significance lies in defining methodological guidelines for organizing assessment in grades 7–9. The conclusions confirm that competency based assessment is an important factor in developing mathematical competence and learning autonomy. Prospects for further research are related to the development of assessment tools and models of formative feedback.

Item Type:	Article
Keywords:	assessment of learning outcomes, assessment criteria, mathematical competence, competency-based approach, formative assessment, activity-based approach, criterion-based assessment, learning progress, basic secondary education
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.02 General questions of didactics and method Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 5 Мathematics. natural sciences > 51 Mathematics
Divisions:	Institute of Pedagogics > Department of Mathematical and Informatics Education
Depositing User:	с.н.с. Ольга Петрівна Вашуленко
Date Deposited:	02 Nov 2026 17:49
Last Modified:	02 Nov 2026 17:49
URI:	https://lib.iitta.gov.ua/id/eprint/750692

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