The article describes an approach to assessing and presenting the results of mastering the main professional educational programs within the framework of the competency-based paradigm. The proposed method for assessing the final generalized result of the formation of competencies meets the interests of the participants in the educational process. The method is based on the "model and profile of competencies" accepted in the professional environment and adapted to educational practice; disciplinary foundation for the formation of competencies at the university; scientific qualimetric formalization of educational results. The method is quite simple and versatile. The form of presentation of intermediate results allows, at the stage of development of the university competence model of a graduate (model and profile of competencies), with the participation of the employer, to balance the volumes, list and sequence of disciplines and practices that develop both individual and group competencies. It allows you to change the balance of competencies in the interests of the professional community of the industry, is not limited by the number of competencies. The visibility of the presentation of the final results will allow the third-party employer to see the level of formation of competencies that are most significant for a graduate - a potential employee of the organization. The system-activity approach assumes the participation of students in the process of self-formation and application of the rating cumulative results of the development of competencies and their presentation in the portfolio.
learning outcome
competency model
competency profile
qualimetry
academic discipline
employer
educational institution
portfolio.
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The concept of "learning outcomes" (learning outcomes) as an essential component of the ultimate goal of higher professional education was introduced into educational terminology in 2005 when developing the European Qualifications Framework. It is this phenomenon in the education system that is assigned the central system-forming role. The result of education expresses the interests of the individual and the state, ensuring their consistency; reflects the priorities of the socio-economic state and development of society, aims at the formation of adequate mechanisms for assessing, recognizing education and transparency for all participants in the educational process, improving its elements.
The ECTS User Guide interprets learning outcomes as “a statement of what the learner is expected to know, understand and/or be able to demonstrate (do) after the completion of the learning period” .
The modern model of education, adapted to the needs of a post-industrial society, a digital and information economy with dynamically changing technologies, is meaningfully, and since the adoption of the Federal Law "On Education in the Russian Federation" dated December 29, 2012 and formally, is interpreted as a "competence-based paradigm". Within the framework of this approach, when choosing and planning the results of education of graduates of the HPE system, not the volume, universality and depth of “ready-made”, acquired knowledge and algorithms for their reproduction by samples (knowledge-oriented approach), but competencies are brought to the fore. The emphasis in characterizing the results has shifted to the graduate's ability to adapt in the professional community, the willingness to creatively solve educational and life problems, the ability to independently acquire and update knowledge and apply it in situations close to future professional activities, etc.
The strategic result of the competency-based paradigm is the formation of a graduate model as an organic unity of a complex of competencies based on the conscious knowledge, skills, methods of activity acquired by him and constantly striving for self-realization, ready for self-education and improvement, implementing the principle of "lifelong learning".
With regard to Russian educational practice, since the transition to the FSES HPE, and then the FSES HE, FSES HE 3+ and FSES 3++, the requirements for the results of a graduate's education, that is, the development of a bachelor's (master's) program, are established by the educational organization in the form of formed competencies.
The complexity, versatility of the phenomenon of "learning outcome" - competencies, have led to a variety of directions for its study. A significant number of pedagogical studies have been noted in relation to the triad: "competencies as a result of education ↔ educational technologies as a way of their formation ↔ assessment tools as a tool to prove the achievement of the stated educational results" . In this list, in our opinion, the logically final point is missing - "measurement (assessment) and fixation of the personal result of education achieved by the graduate."
A review of Russian sources on the development of models for measuring the integral educational results of university graduates revealed: 1) their limited number. Of greatest interest are the works of N.E. Bestuzheva, M.V. Bedilo, E.S. Dzhevitskaya, T.P. Kategorskaya, V.I. Nikolaeva, A.S. Platonova, M.N. Ryzhkova, I.V. Sibikina, Z.V. Yakimova and others, in some moments close to the problem under study; 2) the lack of a unified approach and universal criteria for the achievability of results, the difference in the units of measurement of the result; 3) incompleteness of methods that give a visual representation and a quantitative indicator of the level of formation of a university graduate's competencies. At the same time, the FSES HE 3++ requires “to record the results of mastering the undergraduate program”, and the learning outcomes are determined and evaluated by the university itself. Employers, on the other hand, are interested in the availability of objective data for the selection of employees from among young specialists in terms of competencies, and not in the academic assessment of a particular discipline. In our opinion, it is appropriate to recall the practice of the period of the industrial, planned Russian economy and the knowledge paradigm of education, when the criterion for ranking a graduate in the distribution of work after graduation was the “arithmetic mean of the diploma” as a final, formal, but objective result.
The purpose of the article is to substantiate the approach and methodology for calculating the indicator of the result of mastering the main professional educational program, based on the competency model adopted in the professional field and adapted for the field of education.
The scientific and methodological essence of the discussed method consists in presenting a qualitative target result in the form of a cognitive model of competencies and deriving a formalized educational result based on it, guided by the principles of qualimetry.
The method is considered in the form of an algorithm that consistently fixes the objective scientific and pedagogical grounds, correlated with the content elements and provisions of the calculation methodology.
I. Orientation of educational results to the interests of the professional community; convergence of the practice of designing and assessing the competencies of university graduates with the tools of HR management used by recruitment agencies and organizations. Reasonable borrowing of the best practices, methods and concepts from this area is quite natural and expedient within the framework of a single educational and professional space.
The starting point, the key concept is the "competency model" - a complete set of competencies necessary for the company's employees to successfully achieve the strategic goals of the organization. In vocational education, it is transformed into a “graduate competency model” or a complex of universal (UK), general professional (OPK) competencies of the direction of training, approved by the Federal State Educational Standards of Higher Education, and professional (PC), it is legitimate to say “profile”, selected by the university from the relevant professional standards (PS ) .
II. A holistic understanding of both the employee’s competence model and the “competence model” of the graduate is that it is an integrated result in which no competence can be excluded, all competencies are interconnected, since one discipline forms several competencies. Developers of competency models of the HR area note its multi-level structure. It is necessary to clarify that “multilevelness” should not be understood “in the concept of a physical model, which, according to Yu.G. Tatura, V.I. Baidenko, represents a "layer cake" (education of a specialist), in which there is a "layer of dough" (knowledge), a "layer of jam" (skills), a "glaze layer" (value orientations), etc. If it is cut into pieces (competencies), then each of them will repeat the structure of the "cake" in miniature. In our opinion, this is a hierarchical structure that decomposes competence into basic elements - certain knowledge, abilities, skills, experience and other characteristics, which is absolutely consistent with the structure of professional standards (Fig. 1).
Rice. 1. Hierarchical decomposition of achieving the main goal of professional activity within the framework of a professional standard (fragment)
On the other hand, levels can also be viewed as different degrees of development of the fundamental elements and, accordingly, the competencies formed by them.
III. Competency-based performance in education is built and implemented on the basis of the traditional (knowledge-based) approach. It is possible to assess only what is measured, and therefore not the competence itself, but the actual learning outcomes that contribute to its formation. From the “competency model” of a graduate (Fig. 2) it follows that the results of mastering independent academic disciplines, subject areas and practices, interdisciplinary modules are fundamental, primary knowledge, skills, which are integrated into individual competencies at a higher level of the hierarchy, then into blocks and a comprehensive indicator of competencies.
Rice. 2. Hierarchical decomposition of the competency model as a result of mastering the main professional educational program (fragment)
The requirements of the Federal State Educational Standard 3++, which stipulate that “indicators of the achievement of competencies and learning outcomes in disciplines and practices, formed by the university, must be correlated with each other”, are maintained in the funds of assessment funds for the discipline. Knowing the intermediate assessments of the student's achievement of the planned results in individual subjects included in the competence, we form an assessment of the development of competencies.
The multi-level nature of the model is also included in the multi-stage algorithm for assessing the level of development of competencies. Based on it, qualitative indicators of the result are consistently formed, and then, according to the same principle, quantitative ones. A quantitative assessment of the mastery of the discipline, that is, knowledge, skills, is carried out in absolute points () on a 100-point scale. Its application eliminates the uncertainty of academic grades "passed" and "failed". The resulting complex indicator of the formation of the entire set of competencies is also expressed in points with the maximum possible value - 100, which also corresponds to the logic of qualimetry.
IV. The significance of each competency and a block of homogeneous competencies in the structure of the model is not equal. In the professional sphere, this is determined by the position of the organization, in the Federal State Educational Standard of Higher Education - by the profile (specialization), the characteristics of the requirements for the graduate of the region's professional communities. The indicated property of competencies is expressed by an indicator - the weighting coefficient (), which allows using the concept of “competence profile” in the method, having previously specified it.
Competence profile - the structure of the competency model, taking into account the coefficients of weight (importance) of a single competency or a group of homogeneous competencies (for example, UK, OPK and PC). The sum of all weighting coefficients characterizes the integrity and, based on paragraph II, is 1.0 or 100. For the same competency model, the profiles will be different. The profile of competencies is most often drawn up in the form of a diagram that allows you to clearly illustrate the role of each of them.
Determining the weighting factor is essentially a ranking of competencies in terms of importance. Knowledge is necessary for subsequent calculations: the level of competence formation (), competence profile () and a complex indicator () of graduate training. Ranking can be carried out by an expert method by involving experts from among teachers, employers, etc. according to the method of pairwise comparison, sequential arrangements, etc. It is more rational to carry out this procedure without the personal participation of specialists, on the basis of the information presented in the educational and methodological documents (sections "Competencies" and "Competencies (2)" of the curriculum).
According to the conclusions of experts - developers of educational programs, the importance of competence in the pedagogical process is determined by: the number of disciplines and practices ( and ), their volume ( and ) in credits or hours required for its formation. The form of control, the position of the discipline by semester, the number of didactic units, and others (A.V. Onoprienko, I.V. Sibikina) turn out to be much less significant. Then the competence weighting coefficient is calculated by the formula (1):
, (1)
where is the number of academic disciplines and practices that provide a single competence;
All academic disciplines and practices included in the main professional educational program.
If a discipline provides several competencies, we assume that the amount of discipline hours for a single competency is proportional to the number of competencies formed by it.
The consistency of the ranks and numerical values of the significance coefficients of competencies of a particular profile, obtained by the heuristic method and calculated by the formula, was verified by calculating the Pearson correlation coefficient and comparing it with the critical value of the coefficient for the condition (31 variables in terms of the number of competencies and statistical significance of 0.01). The calculated value of the Pearson criterion 0.892 significantly exceeds the critical tabular value (52.19), which confirms the reliability of the calculations and the admissibility of the approach we have chosen to determine .
Figure 3 shows the profile of competencies for a "real" core professional education program.
Rice. 3. Competency profile
Developing a profile is a good way to make a decision about adjusting a graduate's preparation towards a specific competency or unit. Thus, in the profile of competencies of a bachelor of trade, the coefficient of weight of general cultural competencies is 26.83, clearly inferior to the blocks of the OPK and PC, which have indicators of 18.72 and 44.45. Taking into account the recommendations that have been tested by time, practice, confirmed by science, in the competency profile of a bachelor of trade, the priority should be soft skills (flexible competencies): the willingness to implement a set of communication skills, manifestations of social responsibility, prompt decision-making, which are mainly positioned in the OK and are formed by social and humanitarian disciplines. It can be concluded that the profile of competencies needs to be clarified.
The task of the stage is to determine the list and number of disciplines () and practices (), the development of which forms a single competence and their contribution (and) to this result. The logic and content of the formation of competencies reflects the section of the curriculum "Competencies", in which the horizontal line is the competency, and the vertical column is the list of subjects (practices), as well as the number of credits for mastering the discipline (practice).
The qualimetric assessment of a student's educational results involves the calculation of several indicators focused primarily on the employer, their comparison and decision-making.
1. The degree of formation of a single competence is calculated as an arithmetic mean weighted score, taking into account the number of subjects and practices and the amount of hours in the structure of competence. This indicator is important for the student during the intermediate control during the educational process.
According to the proposed assessment model, the degree of development of individual competence is calculated by the formula (2):
, (2)
Calculation of the weighting coefficients of a discipline or practice in the competence structure is carried out according to the formulas (3, 4), and the sum of the weighting coefficients of disciplines is equal to 1.0 or 100%:
, 
(3, 4)
2. Professionally oriented level of individual competence (). The value of the indicator lies in the fact that it more accurately reflects the aggregate result of the competence-oriented educational process that is significant for the professional community. The level of competence formation ( - educational educational result) is adjusted for the significance of competence for the profile (specialization) or potential position in a particular organization ( - coefficient of competence weighting).
The indicator is calculated using previously calculated indicators and their values according to the formula (5):
(5)
A visual representation of the level of formation of individual competencies as a learning outcome and the possibility of comparing them for, for example, two graduates is provided by a petal diagram (Fig. 4a).
Rice. 4. The result of the formation of competencies: a - educational (arithmetic mean weighted score); b - professionally oriented (score based on competency profile)
Comparison of diagrams illustrates the contribution of the competency profile (Fig. 4b), the transformation of the learning outcome into a professionally oriented indicator. A high academic score (PC-5, PC-14) is not always relevant for a specific position, and vice versa (OPK-3). The employer can easily orient himself and, when distributing job responsibilities, take into account that graduates are more inclined to work with regulatory and technical documentation (OPK-2), are able to participate in the development of innovative methods, tools and technologies in the field of professional activity (PC-11, 13), rather than manage the organization's personnel (PC-5). The employer can take into account the individual professionally oriented achievements of graduates. A bachelor with a higher value (the ability to self-organize and self-educate) can be considered as a candidate for the position of a line manager.
3. A comprehensive generalized indicator of the final educational result at a university () is presented in a formalized form by analogy with the “average mark of a diploma”, but from the standpoint of a competency-based approach. The calculation is carried out according to the formula (6):
(6)
However, the information content of the indicator is limited, since it does not allow identifying the development of individual competencies among graduates, in a situation where the values are equal. This requires decomposition, that is, a return to the indicator and its visual representation in the form of a competency profile.
Despite the apparent multiplicity and complexity of calculations, the method is quite simple and efficient, since it is enough to use the standard Microsoft Excel program with an approved algorithm that is available not only to the teacher, but also to the student as a tool. The electronic program allows, after the introduction of semester points for disciplines and practices, to accumulate an integral quantitative result and track the dynamics of competence development.
Among the positive aspects of the proposed method, we note the main ones.
The universality of the method and its independence from dynamic changes in the professional field, reflected in the educational sphere in the Federal State Educational Standard of Higher Education. The method is not limited by the number or name of competencies. It can be: corporate, managerial and functional (technical). Separately, it is possible to position competence in the field of digital communication - digital competence. The method and methodology are acceptable as an assessment mechanism at all levels of vocational education.
Scientific, pedagogical validity of the method, validity of the obtained calculated data, reliability (use of uniform standards or criteria within the university); fairness (all students should have equal opportunities to achieve, learn the result and build a trajectory for its improvement); timeliness, efficiency.
The professional community is provided with an accessible and understandable information base, since the result is displayed in the personal online portfolio of a graduate student. The formation of a portfolio by the student personally, with the display of the results of intermediate control in the context of disciplines and competencies, it is advisable to start by students from the 1st year of study within the discipline "Introduction to the profile of the direction" or similar in content.
Pedagogical value of the approach. When using it in methodological work and the educational process, the student becomes involved not only in the process of independent calculation of the result (with subsequent monitoring by the teacher), but becomes an active observer of the gradual development of success as the knowledge, skills, and abilities are gradually mastered from discipline to discipline, from practice to practice courses. A student can build a personal trajectory of education from the final result planned by “yesterday's entrant”. The student accumulates the experience of his own personal self-organization, associated with the performance of self-evaluative, life-planning, reflective and other functions. The intermediate results reflected in the portfolio and the orientation of industry (enterprises) organizations to them are useful in selecting students for internships, for completing final papers on real problems of the enterprise, and an invitation to work depending on the learning outcomes. It also increases the motivation for study work.
Output. The method and methodology for assessing educational results in a competency-based format presented for discussion and the calculations based on them for a specific basic professional educational program confirm the didactic validity of this approach, its usefulness for the professional community, strengthening the relationship between labor and vocational education, as well as the need to develop this applied area in didactics of higher education.
Bibliographic link
Vasilyeva N.O. ASSESSMENT OF STUDENTS' EDUCATIONAL RESULTS ON THE BASIS OF THE COMPETENCE MODEL // Modern problems of science and education. - 2017. - No. 6.;URL: http://science-education.ru/ru/article/view?id=27188 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"
Description: Assessment of student performance is a measure by which the degree of achievement of the established desired educational outcomes by each student is determined. Usually, such assessment is carried out by teachers within the disciplines they teach. In the implementation of an effective assessment of student performance, a variety of methods are used with an emphasis on the desired learning outcomes: disciplinary knowledge, personal, interpersonal competencies, the ability to create products and systems (see Standard 2). Such methods include written and oral examinations and test papers, control sections, graphing progress, keeping journals and portfolios for each student, self-control and students' opinions about the classes.
Rationality: If we prioritize the personal, interpersonal competencies of students, their ability to create products and systems, if we set them as indicators of the effectiveness of education and taken into account when compiling curricula and teaching tasks, then we need to develop effective methods for assessing these skills. It is necessary to develop your own evaluation criteria for each of the designated educational outcomes. For example, the effectiveness of mastering disciplinary knowledge can be assessed during oral and written examinations and test papers, but the ability to design and create products and systems is best assessed during practical work. The use of a variety of methods for assessing student progress helps to obtain reliable and complete information about student progress. Thus, the degree of achievement of the desired learning outcomes by each student will be determined with maximum accuracy.
Data:
assessment methods are directly dependent on the established learning outcomes of CDIO;
· successful application of the selected assessment methods;
· a high percentage of teachers using appropriate assessment methods;
Determination of the degree of achievement by each student of the desired learning outcome, based on reliable and complete data.
Standard 12 - CDIO Program Evaluation
The system by which the entire program is evaluated according to the listed twelve standards for students, teachers
and other key participants in order to continuously improve the educational process.
Description: Evaluation of the program refers to the compliance of the entire program with the established indicators of success. The assessment must be made in accordance with the approved twelve CDIO standards. The collection of statistical data on the success of the program can be done by evaluating the success of an individual course, obtaining advice from members of the faculty, conducting surveys before and after the program, analyzing external auditors' reports, and conducting surveys among alumni and employers over time, after completion of training. This information may be collected regularly by faculty, students, program administrators, alumni, or any other key stakeholders. All these statistics together make it possible to make an overall assessment of the program and contribute to its further improvement and development.
Rationality: The main objective of program evaluation is to assess its effectiveness and the extent to which its goals have been achieved. The statistical evaluation data collected for the global assessment is also necessary for the continuous improvement of the program. For example, if at the end of the program the majority of students believe that they failed to achieve some of the desired results, then the program can be reviewed, the reasons for which the results were not achieved are identified and eliminated. In addition, many accreditation and auditing agencies often require that program success statistics be collected systematically.
Collection output:
PHYSIOLOGICAL CRITERIA FOR ACADEMIC PROGRESS AND COMPETENCE OF STUDENTS
Shtakk Ekaterina Anatolievna
Afanasyeva Lidia Glebovna
Associate Professor, Moscow State Educational Institution, Moscow
Kozyreva Elena Nikolaevna
Art. lecturer, MGOU, Moscow
The most important requirements of higher professional education for the results of mastering the basic educational programs of a bachelor's degree (specialty) are the level of general cultural and professional competencies. In vocational education, competence is defined as a measure of the correspondence of knowledge, skills and experience of persons of a certain social and professional status to the real level of complexity of the tasks they perform and the problems they solve. One of the most important indicators of students' competence is academic performance.
It is known that the level of academic performance and competencies is determined not only by the content of training, educational technologies, but also by physiological indicators.
A number of works by the authors indicate a more complex "nature" of learning and student achievement. So, the results of the research showed that academic performance depends on the individual typological characteristics of the personality, the initial level of cognitive motivation and the degree of adaptation to the educational process. It has been proven that the basis of academic performance is knowledge, skills and abilities, the acquisition and formation of which occurs individually according to neurophysiological mechanisms.
Learning (as a cognitive process) and academic performance (as a characteristic of the process of learning and learning are characterized by quantitative, qualitative and temporal characteristics (QQT). Q (quality) quality - the amount of information stored, quantity, Q (quantity) - quantity - a measure that determines the amount of information necessary for memorization - the amount of memorized information (long-term memory) and T - (time) - a subjective indicator characterizing the ratio of the amount of memorized material to a certain time.These characteristics are labile, and significantly depend on the psychophysiological properties of the student and learning conditions.
Studies conducted by foreign researchers on the assessment of educational achievements PISA (Programme for International Student Assessment) showed that a higher level of academic performance and competence in the field of problem solving was shown by those subjects who are unknown to students and become a problem when searching for a solution. We can say that research behavior plays an important role in the development of competence. Back in 1957, foreign researchers Dember and Earl founded the theory of exploratory behavior, according to which a person always chooses more complex ways to solve problems. According to this theory, competence develops in the process of studying the surrounding world. Today, the results of this theory are quite consistent with the requirements for a graduate: the competitiveness of specialists, and the ability to work at the level of world standards are largely determined by analytical thinking.
The results of the conducted studies have shown positive high correlations between physiological parameters and students ' progress . Our studies deepen the data that the degree of mastering the educational material and the level of academic progress and competence of students depends on the initial cognitive motivation, and are determined by the most optimal parameters of psychomotor and cognitive functions. It has been reliably shown that students with good academic performance have indicators of mental performance of 82.9±1.7% (success of answers) higher than those of students with low motivation and academic performance of 77.4±1.9% (p<0,05). Увеличение латентного 310,1±11,0 мс и моторного времени 206,0±15,1 мс (р<0,05) психомоторных функций (сложная сенсомоторная реакция) у студентов с низким уровнем академической успеваемости по сравнению со студентами с высоким уровнем успеваемости, (среднее латентное время 277,5±5,3 мс, и среднее моторное время - 141,0±3,9 мс, р<0,05), свидетельствует об активном включении дифференцировочного торможения, и о развитии в центральной нервной системе утомления, приводящего к ослаблению психических процессов (внимания, памяти). Известно так же и то, что соотношение силы, уравновешенности и подвижности нервных процессов определяет типологические особенности высшей нервной деятельности человека, однако эти процессы пластичны и легко изменяются под влиянием различных факторов (стимулов) .
The results of the study of the properties of the nervous system showed the presence of statistically significant differences in reaction time. The average period of the reproducible tempo for students with good and excellent results was 156.7±23.4 ms, than for students with satisfactory progress - 164.1±27.1 ms. (p<0,05).
Fig 1. Dynamics of nervous processes of students with different levels of academic progress.
The results of cluster analysis (Fig. 1) made it possible to establish the following features of the speed of nervous processes in students. The rate of a reproducible test in students with good academic performance is characterized from a decrease to an increase, (medium-strong and strong type) (cluster 1, 2), students with low academic performance have a decrease in the rate from maximum to minimum (medium-weak and weak type), (cluster 3 , 4). It can be concluded that the mobility of nervous processes is one of the criteria for the "quality" of education, which is subject to the main requirement - the rapid switching of mental functions of a person.
The results obtained allow us to conclude that the temporal, qualitative and quantitative parameters of physiological indicators of psychomotor and cognitive functions at given time intervals represent the coefficient of academic achievement - an indicator at which mastering the federal state educational standard (FSES) is possible. Depending on the goals and objectives studies, the coefficient of academic achievement will differ significantly among specialists in technical, natural science and humanitarian profiles.
Using statistical forecasting methods, it is possible to evaluate the results of academic performance and the effectiveness of educational programs and technologies.
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First level : The results of students' training testify to the assimilation by them of some elementary knowledge of the main issues in the discipline. The mistakes and inaccuracies made show that students have not mastered the necessary system of knowledge in the discipline.
Second level : The achieved level of evaluation of learning outcomes shows that students have the necessary system of knowledge and possess some skills in the discipline. Students are able to understand and interpret the acquired information, which is the basis for the successful formation of skills and abilities for solving practice-oriented problems.
Third level : Students demonstrated results at the level of conscious possession of educational material and educational skills, skills and methods of activity in the discipline. Students are able to analyze, compare and justify the choice of methods for solving tasks in practice-oriented situations.
Fourth level : The achieved level of evaluation of students' learning outcomes in the discipline is the basis for the formation of general cultural and professional competencies that meet the requirements of the Federal State Educational Standard. Students are able to use information from various sources for successful research and finding solutions in non-standard practice-oriented situations.
Evaluation scale
|
Characteristics of the levels of development of competence |
||
|
Levels |
Manifestations |
|
|
Minimum |
The student has the necessary system of knowledge and owns some skills |
The student is able to understand and interpret the acquired information, which is the basis for the successful formation of skills and abilities for solving practice-oriented tasks. |
|
Base |
The student demonstrates the results at the level of conscious possession of educational material and educational skills, skills and methods of activity |
The student is able to analyze, compare and justify the choice of methods for solving tasks in practice-oriented situations |
|
Advanced |
The achieved level is the basis for the formation of general cultural and professional competencies that meet the requirements of the Federal State Educational Standard. |
The student is able to use information from various sources for successful research and finding solutions in non-standard practice-oriented situations. |
The level of mastering the formation of knowledge, skills and abilities
The level of mastering the formation of knowledge, skills and abilities in the discipline is assessed in the form of a point mark:
"Fine" deserves a student who has found a comprehensive, systematic and deep knowledge of the educational program material, the ability to freely perform the tasks provided for by the program, who has mastered the basic and familiar with additional literature recommended by the program. As a rule, an "excellent" mark is given to students who have mastered the relationship between the basic concepts of the discipline in their meaning for the profession they are acquiring, who have shown creative abilities in understanding, presenting and using the educational program material.
"Good" deserves a student who has discovered full knowledge of the educational and program material, successfully fulfills the tasks provided for in the program, and has mastered the basic literature recommended in the program. As a rule, the grade "good" is given to students who have shown the systematic nature of knowledge in the discipline and are capable of their independent replenishment and updating in the course of further educational work and professional activities.
"Satisfactorily" deserves a student who has discovered knowledge of the basic educational and program material in the amount necessary for further study and future work in the specialty, copes with the tasks provided for by the program, is familiar with the basic literature recommended by the program. As a rule, the grade "satisfactory" is given to students who made errors in the answer to the exam and when performing examination tasks, but who have the necessary knowledge to eliminate them under the guidance of a teacher.
"Unsatisfactory" is given to a student who has discovered gaps in the knowledge of the main educational and program material, who has made fundamental mistakes in the fulfillment of the tasks provided for by the program. As a rule, the mark "unsatisfactory" is given to students who cannot continue their studies or start professional activities after graduation without additional classes in the relevant discipline.
Grade "passed" exhibited to a student who has firmly mastered the provided program material; correctly, reasonably answered all questions, with examples; showed deep systematized knowledge, owns reasoning techniques and compares material from different sources: he connects theory with practice, other topics of this course, other subjects studied; performed the task without errors.
A prerequisite for the assessment is correct speech at a fast or moderate pace. An additional condition for obtaining a "passed" mark may be good progress in the performance of independent and control work, systematic active work in seminars.
Rating "not passed" It is issued to a student who did not cope with 50% of the questions and tasks of the ticket, made significant mistakes in answering other questions. Unable to answer additional questions proposed by the teacher. The student does not have a holistic view of the relationships, components, stages of cultural development. The quality of oral and written speech is assessed, as in the case of a positive assessment.
A distinctive feature of modern vocational education is student-centered learning aimed at the formation of mobile, competitive highly qualified specialists, characterized by responsibility, creative initiative, and the ability to take constructive and competence-based actions in their professional activities. Orientation to this result requires a special system for assessing the general and professional competencies of students.
The purpose of the study is to study the methodological approaches of domestic teachers of higher educational institutions to assessing the formation of students' competencies in the process of studying the disciplines they teach.
Research objectives:
Consider the essence of the concept of "competence" of students and the mechanism of its formation;
To investigate the dependence of the level of formation of professional competence among students on the use of various teaching technologies and a complex of organizational and pedagogical conditions in the teaching methodology;
Consider methodological approaches to monitoring the formation of competencies and its documentation support;
Determine the stages of the process of assessing the formation of students' competencies
Doctor of Pedagogical Sciences A.V. Khutorskoy proposes the following definition of competence: a set of interrelated personality traits (knowledge, abilities, skills, methods of activity) set in relation to a certain range of objects and processes, and necessary for high-quality productive activity in relation to them.
A clear experience in the implementation of the organizational basis for ensuring the process of forming the professional competencies of a graduate can be traced by analyzing the work on the implementation of the project "Assistance in increasing the level of financial literacy of the population and the development of financial education in the Russian Federation". Currently, the Kaliningrad region is a pilot region for the implementation of the project. The government of the Kaliningrad region adopted the target program "Improving the level of financial literacy of the inhabitants of the Kaliningrad region in 2011-2016". One of the main tasks is: organization of a system of financial education and enlightenment, contributing to the transfer of knowledge and skills of financial literacy to all categories of the Russian population.
To assess the formation of the experience of transferring financial and economic knowledge to various target audiences, a number of activities were developed in order to study the level of professional competencies of students. The work consisted of 2 stages. At the first stage, students were surveyed. At the second stage, a round table was held with the involvement of specialists from the partner bank of the educational institution. The lecturers of economic and legal disciplines and the educational institution took an active part in the work of the round table.
When developing and holding the Round Table, the organizers had to plan the work in advance and carry out preparatory work. Students prepared reports on topical issues. By generalizing opinions, the participants in the conversation analyzed theses and antitheses. We solved practical situations that everyone can face in life. The representative of the bank assessed the formation of professional competencies of students and teachers.
A study devoted to assessing the dependence of the level of formation of professional competence among students on the use of a combination of various teaching technologies and a complex of organizational and pedagogical conditions in the methodology of economic education in accounting and economic disciplines was conducted at the Department of Management Accounting and Control of the Financial and Economic Faculty of Orenburg State University.
The experimental work involved full-time students of the specialty "Finance and Credit" and teachers of the Department of Management Accounting and Control of the Faculty of Finance and Economics of the Orenburg State University. The study presents a quantitative assessment of indicators of the level of effectiveness of the formation of professional competence, determined by means of coefficients based on the methods of mathematical statistics.
A number of experiments were carried out, namely:
Conducting active lectures using information technology tools and Internet resources, which showed that it has a lesser effect on the formation of students' professional competence;
Experimental verification of the methods of economic education in accounting and analytical disciplines, which include a set of new educational technologies in the context of a competency-based approach, ensuring the placement of students in the position of subjects of activity. This experiment showed that students, to a greater extent than in the first two cases, are focused on the successful implementation of the economic knowledge gained in the process of learning in their future professional work.
The specified approach to assessing the effectiveness of the formation of professional competence among students of economic areas in the process of studying accounting and analytical disciplines makes it possible to create such a model of economic training, and such professionally oriented didactic support for accounting and analytical disciplines, which ensure the effective formation and development of professionally significant qualities of a future economist.
The development of competencies involves the active participation of the student in the educational process. Here it is appropriate to emphasize that the student cannot be taught, he can only learn himself. The teaching of disciplines should be in the "case-study" format, where students acquire the skills of teamwork, decision making, evaluation and presentation of results. In addition to mastering the disciplines, to assess the formation of competencies, it is necessary to take into account all types of practices and extracurricular activities.
Melnikova S.V. proposes to develop and approve the following documentation for the successful formation of competencies in an educational institution:
1. Regulation on monitoring the formation of competencies.
2. The program for the formation of OK and PC in all specialties.
3. List of competencies in the development of an academic discipline, an interdisciplinary course and a professional module.
4. Individual monitoring map of the formation of student competencies.
The program for the formation of OK and PC is necessary for the coordination of all teachers involved in the formation of students' competencies.
The program should determine the disciplines, types of practices, extracurricular activities that contribute to the formation of competencies, the frequency of information collection, the approximate dates of the control points responsible for collecting, summarizing and storing information, fixing the results in an individual monitoring map of the formation of competencies, assessment criteria, assessment technologies, indicators of formation competencies. To monitor progress in an academic discipline, interdisciplinary course, professional module, educational or industrial practice, the teacher fills out a competency sheet.
List of competencies
Academic year ______________, semester _______________________
Speciality ___________________________________________
Course ______________, group ______________________________
Discipline _____________________________________________
Surname and initials of the teacher ________________________
Surnames and initials of experts _____________________________
Date of competency assessment _______________________
In the column "Evaluation" it is possible to use the following designations:
0 - according to the selected criterion, competence is not shown
1 - the competence is shown partially;
2 - competence is fully demonstrated.
The given points will allow to judge the basic, advanced or creative level of competencies formation. The conclusion about the level of formation of OK and PC is entered into an individual nominal card of the formation of the student's competencies.
Competence formation monitoring map
Full name ________________________ Specialty ____________________
Date of admission to educational institution ____________________
The organizational and legal conditions created in this way will make it possible to increase the professionalism of assessing the formation of competencies of students of vocational education, which means it will make the educational process more efficient.
Assessment of the process of formation of competencies in the practice of the Volgograd State Social and Pedagogical University was implemented using two types of competency maps: the formed competencies map and the student competency profile.
The map of the formed competence is designed for each formed competence. In the columns "Knowledge", "Skills" of the card, the points received by students for completing the test and tasks that allow assessing knowledge and skills are displayed. The points obtained are summed up and translated into a qualitative assessment of the level of the cognitive and operational basis of competence (high, sufficient, minimal, below acceptable). In the "Attitude" column, the teacher, based on the results of monitoring the activities and on the basis of the analysis of students' creative works, gives a qualitative assessment of the level of manifestation of the motivational-value component of students' educational achievements. In the column "Level of mastering the competence" the teacher puts an integral assessment, which depends on the indicators of the three components of educational achievements and the analysis of the student's quasi-professional activity.
Map of formed competence
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1. Cognitive basis of competence (knowledge) |
2. Operational basis of competence (skills) |
3. Attitude to the process, content and result of activity (attitude) |
Competence mastery level |
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Activity* |
Group work, cooperation* |
Motivation and attitude* |
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* - approximate observed qualities are given.
A - "high level", B - "average level", C - "minimum level", D - "below the minimum standard".
If the student was not diagnosed, did not pass the work due to some circumstances, he is given the mark "F". This does not mean that the level of his knowledge, skills, formed competencies is below the standard, but it means that this student needs additional diagnostics.
To fix the level of competencies demonstrated in the work, a map for assessing the demonstrated competencies was designed - “Student Competence Profile”. This assessment also has a cumulative nature, and changes throughout the entire period of mastering the discipline. Marking A-D or F in the competency profile is carried out by the teacher on the basis of observing the activities of students in the classroom, studying the products of educational activities.
Map "Student Competence Profile"
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Competence indices from the Federal State Educational Standard of Higher Professional Education in the direction of "Pedagogical education" |
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In the future, such a “competence profile” is filled in by each teacher and reduced to a single database. The final assessment of the formation of one or another general cultural or general professional competence would be set by the method of expert assessments based on the totality of assessments of the “individual profile of competence”.
For students at the Volgograd State Socio-Pedagogical University, a version of the "portfolio of competencies" has been developed, which is built like a self-assessment diary. For each competence, the student fills in the sections “I know”, “I can”, “I have qualities”. Next, the “Evidence” section is filled in, where the student either applies the work, or describes where, in what classes or during teaching practice, they demonstrated this competence. The last section to be completed is the “Level of Formation” section, where the student, assessing his achievements in this area in a comprehensive manner, makes a generalized assessment from “complete mastery” to “I do not speak”. Such an evaluation procedure can also be carried out based on the results of studying each topic, but studies have shown that it is more advisable to complete the portfolio after studying the entire psychological and pedagogical cycle.
In order to create an interactive platform for a broad discussion of new approaches to the development of a diagnostic technology for external independent assessment of competencies along the entire path of mastering the content of training programs at the university, an innovative project “Federal Internet Exam: Competence-Based Approach” was developed and implemented. The project is focused on conducting an external independent assessment of student learning outcomes within the framework of the requirements of the Federal State Educational Standard. The proposed technology for conducting an Internet exam (on-line mode) was tested in December 2011 - January 2012. 1577 educational programs of 164 universities and 37 colleges from 64 regions of Russia and the Republic of Kazakhstan took part in the approbation, the number of testing sessions was 45842.
Based on the requirements of the Federal State Educational Standard, the new model of the pedagogical meter in the project is presented in three interconnected blocks. The first block of tasks (thematic content) checks the degree of the student's knowledge of the material of the discipline at the level of "know". This block contains tasks in which the solution method learned by the student in the course of studying the discipline is obvious. Tasks of the second block (modular content) assess the degree of knowledge of the material of the discipline at the level of "know" and "be able". This block is represented by tasks in which there is no explicit indication of the method of execution, and the student independently chooses one of the studied methods to solve them. The tasks of this block allow assessing not only knowledge in the discipline, but also the ability to use it in solving standard (typical) tasks. Third block (case filling) evaluates the development of discipline at the level of "know", "be able", "own". It is represented by case-meters, the content of which involves the use of a set of skills necessary for the independent design of a method for solving a task. The fulfillment by students of this kind of non-standard practice-oriented tasks indicates the degree of influence of the learning process on the formation of students' general cultural and professional competencies in accordance with the requirements of the Federal State Educational Standard.
The developed criteria for the fulfillment of pedagogical measuring materials made it possible to draw conclusions about the level of mastering the disciplines of each individual student and give him recommendations for further successful advancement in education. It is proposed to distinguish five levels of mastering disciplines: critical, reproductive, basic, productive and high. The critical level characterizes the insufficient level of knowledge in this discipline to continue its study. Reproductive level, shows knowledge of basic concepts, identifies them and reproduces. The basic level is the level of mastery of the student performing a sequence of actions, the student reproduces previously learned information and solves typical tasks, performing the necessary actions on his own. The productive level indicates the presence of a system of cumulative integrated knowledge that allows the student to flexibly approach the solution of complex tasks, justify and prove the correctness of the chosen method of solving them. A high level of mastering the disciplines indicates the student's ability to think creatively (non-standard), use the existing system of integrated knowledge and skills in a new non-standard situation. A student showing this highest degree of mastering the disciplines (at this stage of learning) is capable of generalizing and transferring the established patterns to new phenomena.
In the future, the Federal Internet Exam: Competence-Based Approach will solve another very important task - to implement the diagnostic technology of external assessment of competencies along the entire path of mastering the content of study programs at a university.
Thus, studies show that the process of assessing the formation of students' competencies is multi-stage, including assessment of the level of competence by the teacher, student self-assessment, discussion of the results and a set of measures to eliminate shortcomings. In addition, it is necessary to observe the frequency of assessing the level of formation of a student's competencies (from a freshman starting to master the BEP to a university graduate) at each stage of training and as the study of the BEP module is completed.
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