Developing a scheme for level-based assessment of cultural models of knowledge and action in secondary schools

The purpose of this research is to substantiate the need for developing an assessment scheme for generalized methods of reconstructing a cultural model of knowledge and action in secondary schools. The article presents a theoretical analysis of the substantive and criteria-based aspects of assessing cognitive universal learning activities (ULAs) in the context of evaluating meta-subject learning outcomes. It was found that the substantive aspect of cognitive ULAs reflects students' ability to apply graphic and sign-symbolic tools to construct new knowledge and action, and the formation of this ability is determined at the level of reconstructing a cultural model of knowledge and action, represented in the form of a drawing, a concept model, a solution scheme, etc. The scientific novelty consists of the development of a four-level assessment scheme for the reconstruction of a cultural model of knowledge and action by secondary school students when solving educational-cognitive and educational-practical tasks. Experimental studies have revealed that the developed scheme is universal and applicable to sign-symbolic tools of various academic subjects. As confirmation of the methods for assessing generalized methods of action, the results of experimental studies on the reconstruction of a model of the location of cardinal directions and a scheme for solving a problem on rectilinear motion among students in grades 7-9 are presented.