System for Evaluating the Ecological and Project Activities of Students

Abstract

The article creates and describes a system for evaluating students’ environmental project activities, analyzing them according to the stages of implementing environmental projects in the educational process. The goal is to create a system for evaluating students’ environmental project activities. The objectives of the study are as follows: to describe the main types and determine the principles of assessment; to create and justify a system for assessing environmental project activities; to develop a protocol for assessing environmental project activities and determine the assessment of each criterion using a scoring system; to analyze the system of assessing students at the stages of implementation of environmental project activities. To achieve the set goal and defined tasks, the following methods were used: comparative-analytical, systemic, and generalization, systematization, and concretization. Modern approaches to assessment, which are transforming from a controlling to a motivational and developmental function, were considered. The main types of assessment were identified and characterized: traditional, formative, summative, criterion-based, and competency-based. The principles of assessment are defined, namely comprehensiveness, objectivity and impartiality, transparency and openness, consistency, individualization, reflexivity, and variability. High, sufficient, average, and low levels characterize the criteria for assessing environmental project activities. An assessment protocol has been developed that defines a quantitative assessment for each criterion, allowing the relative importance of different aspects of the project to be differentiated. The main advantages of the developed protocol have been identified, namely objectivity, transparency, stimulation of development, uniformity of requirements, and feedback. The proposed assessment system contributes not only to the objective assessment of the results of students’ activities, but also to the development of their research, analytical, and reflective skills, which is particularly important in the context of education for sustainable development.