Technologies in preparing future teachers for the implementation of control and assessment activities in the context of personalization of education

The relevance of the problem of preparing future teachers for the implementation of control and assessment activities in the context of personalization of education is substantiated. Based on the analysis of psychological and pedagogical literature, regulatory and legal documents in the field of education, the authors 1) specify the essential aspects of personalization of education: ensuring effective feedback in the educational process; the ability of students to set educational goals and take responsibility for the learning outcome; the use of forms and methods of teaching that provide the opportunity to include students in independent assessment activities; the construction of a variety of individual educational trajectories and trajectories of individual development of students; 2) highlight the creation of conditions for the development of educational and cognitive motivation, skills for planning goals and ways to achieve educational results, skills of self-control and self-assessment as the main task; 3) specify the teacher’s assessment and control skills. The results of the empirical study conducted by the authors of the attitude of firstyear students to control, assessment and marking in art lessons indicate the need for special training to apply methods and technologies for assessing students' educational results in control and assessment activities, aimed at developing their personal potential, active subject position in the educational process, providing timely and constructive feedback. The authors have theoretically substantiated and experimentally verified that the most productive educational technologies for preparing students for the implementation of control and assessment activities in the context of personalization of education are the following, which contribute to the formation of the personality of the student as a subject of designing and assessing his/her educational activity. These primarily include technologies of formative assessment, portfolio, and the specifics of their application in the preparation of a future music teacher are shown.