Аннотация: статья посвящена разработке способов измерения процессов развития у обучающихся мыслительных способностей на материале школьного предмета химии. Предлагаемые концептуально-математическая модель и методический аппарат позволяет осуществлять непрерывное оценивание процессов развития как репродуктивных, так и креативных мыслительных действий и способностей обучающихся. Основным материалом для «перманентной» оценки служат мыслительные усилия детей при решении ими типовых и креативных задач из курса школьной химии. Описанный в статье методический инструментарий позволяет преодолеть некоторые издержки оценки качества и уровня обученности, которые на сегодняшний день в школьном образовании количественно определяются исключительно по результатам учебной деятельности и не раскрывают возможности непрерывного мониторинга содержательно-динамических аспектов образовательного процесса. Ключевые слова: количественная оценка, логические действия, креативные действия, обученность, творческая продуктивность. Orzhekovskiy P., Stepanov S., Mishina I. ON CONTINUOUS ASSESSMENT ОF REPRODUCTIVE AND CREATIVE COGNITIVE ACTIVITIES Abstact: the article deals with the ways of measuring development processes for learners cognitive abilities based on the discipline «chemistry». Proposed conceptual-mathematical model allows to assess development processes both reproductive and creative activities and abilities. Cognitive efforts for permanent assessment serve as the main material during task-solving activities in the secondary school chemistry course. Methodological tools described in the article allow to overcome some drawbacks of the quality and proficiency level assessment. In school education they are measured now only quantitatively by the results of learning activities and do not reveal the possibility to monitor continuously the content-dynamic aspects of the educational process.

Background. In the context of increasing robotization and digitalization of most of the routine and algorithmic types of human activity, the problem of the creative development of each child and the individualization of education in a public school, especially in the field of natural science education, arises.The aim. To study the prerequisites and opportunities for digitalization of the creative development of students as a means of increasing the reflexivity of their mental activity in solving creative problems and individualizing the educational process in a public school based on the subject of chemistry.Methods. At the first stage of the study, a survey of chemistry teachers was used. At the second stage, diagnostic tasks in chemistry were developed to verify the identified stereotypes; at the third stage, ways were studied to overcome stereotyped ideas in chemistry by schoolchildren; and at the fifth stage, the possibility of digitizing mental actions using the CREO_DATUM computer program was studied.Results. Of the 70 different variants of erroneous ideas in the school chemistry course, 18 thinking stereotypes turned out to be the most common. The possibility of overcoming stereotypes is not associated with additional classes and explanations of teachers, but with the independent solution of creative tasks by students, since in this process the reflection of schoolchildren develops, which is a condition for overcoming stereotypes. The optimal time in the classroom for students to complete short creative tasks is 10–12 minutes. It is sufficient to measure such creative actions of students as divergence, criticality, uniqueness. To digitize the mental activity of students when solving creative problems in chemistry and to automate the construction of graphs for the creative development of each student, the CREO_DATUM program was developed and tested.Conclusion. Long-term studies of the possibility of using subject-creative tasks based on the material of a school chemistry course for the development of creativity and reflexivity of students serve as a rationale for designing digital means for individualizing the creative development of students.

The authors of the article raises an issue that is relevant from the perspective of modern education connected with difficulties of using the results of psychological diagnostics of students’ creative thinking carried out with the help of traditional testing techniques within the framework of the actual learning process. To address this issue, it is recommended to use the solutions suggested by the “forming” and “reflexive” approaches to this problem and conduct a synthesis of these two approaches using modern digital technologies. This way, it will provide us with an opportunity to turn developing (forming) procedures into diagnostic and turn diagnostic means into developing. Such a conceptual and technological symbiosis allowed us to create a computer networking system “CREO DATUM” enabling its users to carry out creative-digital diagnostics and psycho-pedagogical support of reflexive development of students’ creative potential at the same time based on the material of one of the natural sciences taught within the school curriculum, namely chemistry. This system includes a database of domain-specific creative tasks by solving which students demonstrate their thinking abilities; digitalization of this process in the online mode allows teachers to monitor and assess the dynamics of such parameters of their creative potential as divergence and criticality. This tool enables the teacher and student to predict the area of future development promptly and select further creative tasks on the subject via “CREO DATUM” taking into consideration the strengths and weaknesses of previous creative efforts. Experimental testing of the “CREO DATUM” system allowed us to categorize the students who took part in the research. Four groups have been identified: children with high creative potential, ones with low creative potential, divergents, and analysts. Methodological recommendations have been developed for each category of students based on the material of a natural science subject aimed at psychological and pedagogical support of their development.