PSYCHOLOGICAL CAPABILITIES OF PEDAGOGICAL MARK

Introduction: the paper discusses the psychology of pedagogical mark problem, which has become very relevant in recent years. There is a growing public opinion that school grades should be abolished. It is obvious that such discussions periodically arise in the history of education for several centuries. However, the argument of the expediency of the abolition of the grades is insufficient, fragmented, contradictory and reinforced by the judgments is not scientific, but home plan with appeals to the psychological research of different levels. In this regard, it becomes necessary to create a scientific discourse on this problem in order to prevent pseudo-scientific speculation in solving social issues. Materials and methods: the paper is an analytical review in which an attempt is made to systematize scientific psychological knowledge on the psychological problem of pedagogical assessment and mark. The main method of studying the psychological context of pedagogical assessment and mark is the method of theoretical analysis of scientific psychological sources. Results: the consideration of theoretical positions and empirical research in the context of discussing the psychological problem of pedagogical marks and evaluation takes place in the perspective of research of emotional states of the pupil, school anxiety, school motivation, educational motivation, socio-psychological climate of the school class, self-esteem of the student, the relationship between the teacher and the pupil, parent-child relations. Consistently provides the scientific arguments refuting the opinion about the negative impact of teacher selection and evaluation in the above individual and social aspects of the system of relations of the student in the process of educational activity. Discussion and Conclusions: the conclusion about inexpediency of school marks cancellation is proved. On the basis of the results of psychological research proves the need for pedagogical assessment and mark provided its objectivity and clarity as an effective way of feedback to the pupil and his social environment on the effectiveness of his educational activities.