Written analytical work as a form of midterm assessment of the results of studying basic historical disciplines by students of the Faculty of History and Philology of TSPU

The article considers the problem of choosing forms of midterm assessment in a university that are adequate to the tasks of higher education at the present stage, primarily taking into account the competence approach. The need to take into account such factors and learning outcomes as professional suitability and motivation of graduates of pedagogical specialties is indicated. It is noted that there is a lack of specialized literature on the problems of intermediate assessment, especially in history. The author describes his own experience of conducting midterm assessment in basic historical disciplines – the history of the Middle Ages and the modern history of Asian and African countries – in the form of written analytical work. The methodology of preparation for writing this work is disclosed, the principles of formulating questions for examination tickets are explained. The described experience is analyzed from the point of view of its role in the formation of professional knowledge, skills and abilities of history students. The potential possibility of developing functional literacy in students, namely reading literacy and global competence, is shown using the proposed methodology. A brief critical analysis of the described methodology of midterm assessment is given in comparison with examples available in pedagogical literature.

general history, methods of teaching history, midterm assessment, functional literacy, global competence, history of the Middle Ages, Modern history of the countries of Asia and Africa