DIDACTIC BASIS OF DEVELOPING CRITICAL THINKING COMPETENCE IN STUDENTS THROUGH SUMMATIVE ASSESSMENT

Abstract

The article discusses the role of summative assessment in developing critical thinking competence in students from a didactic perspective. Critical thinking competence is interpreted in the context of intellectual actions such as analysis, reasoning, comparison, evaluation, drawing conclusions and decision-making. It is based on the fact that summative assessment is not only a process of assigning final scores, but also a pedagogical mechanism that determines the quality, content and level of practical application of the learning outcome. The article shows the possibilities of identifying and developing higher-level thinking through criterion-based assessment, open-ended tasks, problem situations, project-based and argumentation-based tasks. It also systematizes the didactic principles that must be followed when designing summative assessment tasks, interpreting results and directing them to corrective work. The results of the study serve to improve the assessment practice in general secondary education institutions based on a competency-based approach.