THE PROBLEM OF TAKING INTO ACCOUNT INDIVIDUAL ACHIEVEMENTS OF SCHOOLCHILDREN IN PROJECT AND RESEARCH ACTIVITIES IN THE CONTEXT OF INTERACTION BETWEEN GENERAL AND ADDITIONAL EDUCATION

Abstract

The article addresses a complex issue of the need to account for the results of project and research activities of schoolchildren in the interaction between general and supplementary education. The concept of “accounting for individual achievements of students in education” is defined. The terms “achievement” and “success” are distinguished, and the task of developing a system for accounting the achievements not only of gifted students but also of the individual progress of each student is set. Brief results of a review of national and international practices of organizing project and research activities and forms of accounting for students’ achievements are presented. The results of an empirical study on the state of the problem in the practice of general and supplementary education organizations are provided, focusing on how this is reflected on their websites as a significant element of the education system, as well as existing practices identified through focus groups with school teachers and educators of supplementary education. The main aspects of the problem are examined: the organization of project and research activities, the interaction between general and supplementary education, and the forms of accounting for students’ achievements. A lack of interconnection between these aspects in the practice of educational organizations is identified. The necessity of accounting not only for “high achievements” of gifted students but also for tracking the progress of each child is substantiated. The perspective of future research emphasizes the need for a clearer definition of objectives and tasks of project and research activities, as well as the specification of its expected results in terms of competencies that reflect readiness for various types of activities and the ability to solve tasks of a certain level. To achieve this, qualitative methods should complement quantitative methods of tracking progress and achievements. This will allow not only tracking the formation of those competencies for which project-based activities are introduced but also obtaining a comprehensive picture of the individual development of a child, seeing their prospects, and adjusting their educational path.