Improving The Criteria, Indicators, And Diagnostic Tools For Assessing Learning Outcomes In The Course “Foundations Of National Education”

Abstract

This article addresses the improvement of criteria, indicators, and diagnostic tools for assessing learning outcomes in the course “Foundations of National Education”. The problem is relevant because assessment in valueoriented disciplines cannot be limited to testing factual knowledge; it must also capture students’ value orientations, cultural understanding, practical application, and reflective judgement. A qualitative theoretical-design methodology was used, combining analysis of formative assessment research, rubric-based evaluation, student self-assessment, and the educational aims of national education. As a result, a five-criterion diagnostic framework is proposed: axiological-motivational, cognitive-cultural, communicative-social, practical-behavioral, and reflective-evaluative. Each criterion is operationalized through observable indicators and matched with complementary diagnostic tools, including tests, situational cases, analytical essays, observation rubrics, eportfolios, self-assessment, and expert assessment.