The formation of spatial representations in schoolchildren is one of the most important tasks of the teaching methods of mathematics in the primary school. The images of phenomena, actions, objects that reflect spatial relationships of size, shape, location, and movement of objects are mentally created with spatial representation. The problem of performance assessment is one of the most urgent problems in pedagogical practice. In addition, subjectivity of the school marks, which is already observed at the initial stage of teaching, is the main problem in the assessment. The solution to this problem is contributed by an introduction into the practice of criteria-based assessment, i.e the assessment process based on the comparison of students learning achievements with clearly defined, collectively developed criteria known to all participants of the educational process that are consistent with goals and content of education, promoting the development of students ability to study.
Key words: Criteria-based assessment, spatial representation, mathematics, primary school, educational achievements
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