Monitoring of physics teachers' professional competencies level in the field of evaluating state final сertification-9 detailed-response tasks

The research problem and the rationale for its relevance. Modern realities put forward high requirements to the level of professional competencies of teaching staff, which constitute professional metacompetence. New approaches to the assessment of teachers' professional competencies, to the forms of advanced training and professional activities through the selection of advanced training content on the basis of monitoring are needed. Achievement of high quality of the course training of physics teachers-experts of the Regional Subject Commission of State Final Certification-9 (RSC SFC-9) requires analyzing the level of professional competencies in the field of detailed-response tasks; determining the positive effects of teachers' training under the additional professional program “Improvement of subject-methodical competencies of RSC SFC-9 experts (physics)”; motivate teachers for further cooperation in the course of methodological activities to harmonize approaches to testing physics assignments with extended response: seminars, webinars, teleconferences, meetings of regional educational and methodological associations of physics teachers. Thegoal of the research is to analyze the level of formation of professional competencies of specialists in the field of assessment of detailed-response tasks in the academic subject “Physics” of the participants of the main state examination. Methodology (materials and methods). The following set of research methods was used to solve the set tasks: theoretical: study and analysis of scientific literature related to the relevant subject of the study, systematization of pedagogical experience, modeling; empirical: observation, questionnaire (the author's questionnaire was developed), testing, statistical methods for processing the results of the pedagogical experiment. The pedagogical experiment involved 156 physics teachers who attended the advanced training courses “Improvement of subject-methodological competencies of RSC SFC-9 experts (physics)” of the mixed attendance model format. Practical significance. The positive effects of teachers' training under the program “Improvement of subject-methodological competencies of RSC SFC-9 experts (physics)” have been determined, among which the leading place is taken by the teachers' dissemination of the experience acquired in the process of advanced training under this program: holding methodological seminars in the territories, meetings of district methodological associations to coordinate approaches to the verification of detailed-response tasks based on the course materials. The developed and experimentally tested monitoring system can be recommended for diagnostics of professional competencies as a component of professional metacompetence of physics teachers of educational organizations - experts of regional subject commissions of SFC-9, in order to implement measures to ensure the functioning of the regional system of scientific and methodological support of teaching staff and managerial personnel in the Rostov region. During the research, the problem areas of physics teachers-experts of RSC SFC-9 were identified, individual educational routes of professional and personal growth were formed. The residential sessions helped teachers to reach a higher level of professional competencies in the field of assessment of qualitative tasks based on the analysis of practical situations; combined calculation tasks; tasks to explain the device and principle of operation of technical constructions, physical devices; problem tasks with interdisciplinary content. Theoretical significance of the research lies in the fact that its results complement the methodology and technology of professional education in relation to the research problem: the ideas about professional metacompetence of teachers from the position of modern requirements and state educational standards are expanded; the necessity of forming its component (professional competences of teachers) is determined; the aspect of forming the component of professional metacompetence of teachers (meta-skill to evaluate detailed-response tasks) is highlighted.