THE USE OF CRITERION-REFERENCED ASSESSMENT IN PHYSICS LESSONS AND ITS KEY FEATURES

The article examines one of the main reasons for the emergence of the issue of changing or updating the system of assessing the quality of education at the present stage, namely the contradictions between changing social demands, transformations in students’ cognition, and the nature of educational system management. It is argued that assessment approaches within modern innovative educational technologies cannot be effectively aligned with traditional assessment systems. Today, the requirements for assessment extend beyond merely determining students’ level of knowledge; they also include the formation of personal qualities, the development of independent learning skills, the stimulation of intrinsic interest, and the enhancement of motivation to achieve success. In this context, the effectiveness of criterion-referenced assessment is emphasized. In addition, the author presents examples of criterion-referenced assessment in physics, including problem solving, oral responses, practical and laboratory work, as well as assessment based on given topics.