Methodology for assessing learning outcomes in the history of ukraine of high school pupils and college students within the competency-based approach

Abstract

In the context of the ongoing transformation of the educational space, improving the methodology for evaluating learning outcomes in the History of Ukraine in institutions of general secondary and professional pre-higher education has become particularly relevant. The transition to a competency-based educational model necessitates a rethinking of traditional approaches to monitoring students' academic achievements. The modern assessment system must focus not only on verifying the level of theoretical knowledge acquisition but also on determining the learners' ability to apply this knowledge in analytical, communicative, and civic activities. Particular importance is attached to the problem of developing historical thinking, critical analysis of historical events, and the capacity for independent comprehension of socio-historical processes. The purpose of the article is to substantiate the methodology for evaluating the learning outcomes in the History of Ukraine among students of general secondary and professional pre-higher education within the framework of a competency-based approach, as well as to define the criteria, indicators, and forms of implementing competency-oriented assessment. In the course of the research, a complex of general scientific and specialized methods was utilized, including analysis, synthesis, comparison, systematization, generalization of scientific approaches, and structural-functional analysis. As a result of the study, a comparative analysis of traditional and competency-based approaches to assessing learning outcomes in the History of Ukraine was carried out; the main evaluation criteria and the levels of development of students' subject-specific competencies were determined. The expediency of using competency-oriented forms of control, including project tasks, discussions, historical source analysis, case methods, and interactive forms of assessment, has been substantiated. An algorithm for implementing the learning outcomes assessment methodology has been developed, ensuring the systematicity, consistency, and practical orientation of educational control. The conclusions indicate that the implementation of the competency-based approach enhances assessment efficiency, develops critical thinking, fosters civic consciousness, and stimulates students' cognitive activity. It is proven that the competency-oriented assessment model creates conditions for a more objective determination of academic achievements and ensures a close link between historical education and contemporary social needs. Future research prospects are related to improving digital assessment tools and adapting competency-based methodologies to the conditions of blended and distance learning.