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QUALIFICATION TESTING OF A SPECIALIST AS A BASIS FOR SELECTION OF A COURSE SUBJECT IN THE SKILLS UPGRADING SYSTEM
A. A. Margolis I. V. Konovalova
A significant focus of the priority national project "Education" is placed on implementing the ideas of the competency-based approach which is incorporated in the education system due to a shift in the Russian education paradigm and Russia's joining the Bologna Process. Competency criteria are more easily identifiable where the outcome and scope of professional activities are clearly defined (for example, in the case of "engineer"), while it is fairly difficult to do so in an impartial and unambiguous manner in the case of professions with a "variable outcome", such as "psychologist". Psychologist is a creative profession and thus cannot be readily unified or assessed in terms of performance.
In order to resolve this issue, guidelines of the European Psychological Community (Euro Psy) recommend that “competency” reflecting the fitness for profession is taken as a unit of research, and identify 20 competency criteria. When solving a professional problem, a psychologist follows a certain algorithm of actions. The steps of this algorithm are approximately as follows: evaluate the situation; provide a primary hypothesis; investigate the situation; test the hypothesis; select a method for influencing the situation; use the correctional and/or developmental method to solve the problem; assess the outcome of influence; and provide recommendations. Each step represents a certain “competency”, and may be assessed as an outcome of a psychologist's performance.
Certification as a formal confirmation of both knowledge and practical skills in specific activities is an important step for any professional. A certificate shows that the specialist is highly skilled, and serves as a pass to the world of professionals. In international practices, a qualification test for certification of psychologists consists in a comprehensive examination that helps assess the level of competence. It is comprised of two parts: a test covering specialty questions and situational problems. In Russia, the Regulations on Certification of Teaching Staff of Education Institutions (adopted by the Russian Ministry of Education and Science on March 24, 2010, No. 209) have also introduced certification of adequacy for the job in the form of a written examination covering profession-related questions. It is necessary that the right to identify oneself as a “psychologist” is only granted to those who are officially certified to carry out this activity and have proven that their practical abilities and skills are appropriate and effective.
The Moscow City Psychology and Pedagogy University has developed a methodology and technique for a detailed written examination (a qualification test). This qualification test lays a basis for certification, i.e. confirmation of one's adequacy for the job. The methodology titled “Professional Competency of an
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Educational Psychologist” includes practice-oriented tasks. The basic, unified professional competencies of an educational psychologist are assessed on the basis of working tasks that a professional has to perform in any education institution. At the current stage of development of the education system, these should match the requirements of the Federal State Education Standards, and include the following: (a) psychological support of the educational process and solving learning and behavioral problems of children; (b) preventive interventions designed to improve psychological and social competence of children, (c) correctional work with certain categories of children, and (d) psychological aid and advice for actors of the educational process (children, teachers, parents). Moreover, there are things that are required by a specialist to be able to achieve the desired goals, such as knowledge and application of psychological and educational principles; knowledge of the scientific method of activity; management of psychological activities in an education institution; psychological diagnostics to assess the level of development, the extent of the problem and provide rationale for the intervention; and compliance with ethical and regulatory principles applicable to an educational psychologist.
The structure of the methodology is based on the international standards for licensing and certification of psychologists and includes two stages: a close-ended test, and a description of professional activities for a given problem situation (an open-ended task). This combination of test tasks helps reliably assess the level of professional competence in general and contextual terms.
The main goal of the qualification test is to determine the level of professional competence of an educational psychologist, and if and when any problem is discovered, to help notice such problems, and build an education path in order to fill the gaps.
The first stage of the qualification test (testing) consists of invariable and variable parts. The invariable part covers general questions relevant to all educational psychologists working in education institutions of different types and forms. The variable part covers questions relevant to activities of an educational psychologist working in an education institution of a particular type or form, such as school, kindergarten, correctional education institution or a psychological, medical and social center.
The second stage of the qualification test (an open-ended task) involves solving a professional situational problem designed to evaluate the ability to select appropriate and effective methods of psychological work with respect to a particular problem encountered by a specialist.
After processing data of the qualification test, the results are submitted to the specialist. These include information reflecting the specialist's competence in the key areas of activity (diagnostics, correctional, developmental, counseling, preventive and educational activities), as well as the level of special theoretical knowledge, compliance with legal standards and ethical principles in work, and ability to work in accordance with the new requirements of the Federal State Education Standards.
The consultation for the specialist includes recommendations on improving the professional performance of an educational psychologist and the need for upgrading skills. The consultation specifies the student’s major and subject areas.
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