METHODS OF FORMING STUDENTS' CORE SEWING COMPETENCIES UNDER SUMMATIVE ASSESSMENT CONDITIONS

This article examines the role, methodological foundations, and effective approaches of summative assessment in developing core sewing-related competencies among ninth-grade students in general secondary education schools. The study is grounded in the competency-based approach, activity-oriented learning, and diagnostic assessment mechanisms. Particular attention is given to the development of practical sewing skills, technological literacy, and students’ ability to apply acquired knowledge in real-life and educational contexts. Based on the findings of the research, an improved methodological model aimed at enhancing the effectiveness of competency formation through summative assessment is proposed.