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11PEDAGOGICAL SCIENCES
EVALUATION TOOLS FOR QUALITY CONTROL OF EDUCATION IN THE CONTEXT OF A
COMPETENCY APPROACH
Lutoshkina N.
Reshetnev Siberian State University of Science and Technology
Abstract
The article describes the content of quality control of education and the structure of evaluation tools aimed at checking the formation of competencies of university students. The need for new indicators and evaluation criteria to verify the formation of competencies is justified.
Keywords: Quality control of education, competence approach, evaluation tools, evaluation criteria, competence formation.
Some time ago, the substantive approach to the formation of the content of education and the assessment of the quality of the training of a graduate of a university changed to an activity approach, in which the division of the content of the educational program and evaluation means of control corresponds not to subject, but to activity structuring. This means that the content of disciplines is tightly integrated; orientation is aimed not only at mastering knowledge, skills and skills, but also at the formation of personal qualities, social adaptation, and professional experience. At the same time, the knowledge formation test is replaced by the competence formation test, and the solution of simple professional problems is replaced by the formation of a behavioral model.
With an active approach to the formation of the content of education and the assessment of the quality of training of a university graduate, the integral target characteristic of the student is his competence - a set of knowledge, skills and skills, abilities, personal qualities that the student must show after completing the educational program (or part of it). To have a student (or graduate of a university) competence means to show the ability to apply knowledge, skills, value and practical experience to successfully solve personal and professional problems.
Competences aren't equal to the simple sum of knowledge, skills, aren't checked in a separate subject matter, and integrativna - unite knowledge, abilities, skills, readiness to mobilize them in specific situations. At the same time, they are oriented to the needs of the labor market, reflect social order. Thus, competencies are one of the indicators of the quality of education.
Quality control of education.
The assessment of the quality of the main educational programs includes the monitoring of academic performance, intermediate and final certification of students.
Traditional types of monitoring are monitoring (in a workshop or practical lesson), periodic (after completing the study of a separate topic),intermediate certification (at the end of each semester). Monitoring can take place in the form of a survey/conversation, written inspection work and presentation analysis. Periodic monitoring is carried out, for example, in the form of written inspection work. Intermediate certification in
the semester is carried out in the form of a set-off or exam. In accordance with the modular rating system of training adopted in most universities, input control, modular control, and control of residual knowledge are also used in the discipline.
intermediate certification (at the end of each semester). Monitoring can take place in the form of a survey/conversation, written inspection work and presentation analysis. Periodic monitoring is carried out, for example, in the form of written inspection work. Intermediate certification in the semester is carried out in the form of a set-off or exam. In accordance with the modular rating system of training adopted in most universities, input control, modular control, and control of residual knowledge are also used in the discipline.
With traditional certification (control work, offset, exam), typical tasks are mainly aimed at reproducing, understanding, working with information, solving typical and atypical problems.
When general cultural and professional competencies become the object of evaluation, tasks should be focused on updating skills and knowledge in a new situation, fulfilling universal methods of activity. Thus, the tasks of current and periodic monitoring, intermediate certification in discipline are the evaluation of competency elements.
Traditional types of control: oral control (interview, colloquium, offset, exam); written control (test, control work, essay, abstract, coursework, etc.). The purpose of oral and written control is to check the level of knowledge of the material studied, as well as the level of formation of skills and skills of various types of activities. The modern university also uses control using technical means (computer testing programs, educational tasks, complex situational tasks), information systems and technologies (electronic training tests, electronic workshop, virtual laboratory work). Traditional forms, types and means of monitoring and evaluation are being modified and enriched.
Evaluation tools for quality control of education
How can you check the presence of competencies, the degree of their formation? Obviously, certain criteria and tools are needed for diagnosis. Requirements for evaluation tools for testing the formation of competencies include, in the opinion of E.V. Menzul: "integra-tivity (interdisciplinary nature, connection of theory
and practice); Problem and activity nature; orientation towards the application of skills and knowledge in atypical situations; updating the content of professional activities in tasks; expertise in the professional community; relationship to planned results "[1].
The most common innovative evaluation tools with a competency approach are:
- modulo-rating system: assessment of knowledge on a 100 point scale is carried out in accordance with the regulatory documents of the university. The assessment for work during the semester is based on the results of three attestations for the semester. The evaluation assessment consists of an assessment for the performance of homework and an assessment by the teacher of the student's work during the certification period;
- standardized test with creative task tests not only knowledge, skills, but also competencies; can be used for periodic and intermediate monitoring;
- case method (imitation of a real event - special problem problems in which a student is offered to understand a real professional situation): checks the formation of the skill of targeting, analysis of situations, modeling solutions in accordance with the task, finding the optimal solution;
- portfolio (complexes of individual studies of students' achievements): allows us to identify not only the student's knowledge, but also how he came to these knowledge.
Educational technologies and methods for assessing the formation of competencies
Educational technologies (methods of developing competencies) and methods for assessing the formation of these competencies (evaluation tools) are inextricably linked aspects of training. When implementing various types of educational work in accordance with a competent approach, educational technology of context training is used. Its basis is modeling in the academic activities of bachelors the main parameters of future professional activity. Innovative training technologies can be used: analysis of educational and professional situations; interactive lectures using information tools; conducting classes using materials placed in distance learning systems.
Establishment of an evaluation fund.
To create a fund of evaluation funds, forms of control over the formation of competencies in the process of mastering mathematical disciplines were determined: monitoring - auditing control work; control questions on topics, training modules; testing by module; execution and protection of individual tasks; intermediate control - control theoretical questions on course; course testing; exam.
For monitoring, control work options have been developed for trainees in full-time and correspondence forms of training. Test job kits include open type, closed type, compliance, and design tests. In addition to written testing in classes, full-time students undergo group training test test.
Intermediate control includes control questions for the exam (as evaluation tools for intermediate control of knowledge, student skills and the formation of competencies), the evaluation criterion for the answer to the
exam for full-time, correspondence and correspondence forms of study.
Each test job is rated in points. To get a "satisfactory" rating, you need to get from 55 to 69 points; "good" - from 70 to 84 points: "excellent" - from 85 to 100 points.
Indicators and criteria for assessment of competencies in the study of discipline, description of assessment scales
Criteria for evaluating the execution of tasks in the test form.
The indicator is "the number of correct answers." Evaluation criteria: 86-100% of tasks performed correctly - "excellent"; 71-85% of tasks - "good": 51- 70% of tasks - " satisfactory"; less than 50% "unsatisfactory."
Criteria for assessing oral response to control questions.
Evaluation criteria:
- knowledge of the basic scientific concepts and methods of educational discipline, their purpose in solving the main educational and professional tasks;
- the ability to use methods of training discipline in solving standard tasks;
- possession of reasoned written and oral speech.
Rating "excellent": the student gives a complete
concrete answer to the questions, the correct definition of the main concepts and the essence of the methods studied; at a high level describes the capabilities of mathematical methods in solving standard problems; confidently and arguably justifies the choice of a method adequate to the task; gives a detailed interpretation of the result.
The assessment is "good": the student gives a specific answer to questions, the correct definition of basic concepts and methods, making minor errors, which he subsequently corrects; At a sufficient level, describes the possibilities of the methods used in solving standard tasks; At the middle level, he has methods for selecting a method that is adequate for the task; gives an incomplete interpretation of the result.
Criteria for evaluating the performance of individual tasks.
Indicator: performance of all tasks in an individual task; The level of answer to security questions. Evaluation criteria:
- knowledge of the types of proposed tasks and adequate methods of their solutions;
- ability to carry out logically correct, error-free actions in each task;
- the skills to explain orally and in writing the execution of all stages (algorithm) of the training task solution.
The assessment is "excellent": the student shows a solid knowledge of the types of proposed problems and adequate methods for solving them; knows how to confidently carry out logically correct, error-free actions in each task; shows strong skills of completing a task and explaining the execution of all stages (algorithm) of solving a training task.
The assessment is "good": the student shows good knowledge of the types of proposed problems and adequate methods for solving them; knows how to carry out logically correct, error-free actions in each task;
shows sufficient skills to perform the task and explain the execution of all stages (algorithm) of solving the training task.
Criteria for evaluation of control work.
Integrated indicator: number of completed work tasks; performance of work on time, execution of work; independence of work execution; The level of answer to security questions.
Evaluation criteria:
- knowledge of methods, formulas, techniques of completed tasks;
- ability to justify the chosen method and describe the stages of the work solution;
- manifestation of skills in applying methods in similar tasks.
Rating "excellent": all work tasks completed; work performed on time; design, structure and style of
work are exemplary; work is done independently, there are own conclusions; correct answers to all questions when protecting your job. The student shows firm theoretical knowledge of methods, formulas, techniques of completed tasks; knows how to justify the choice and stages of using the statistical method in tasks; provides sure answers to questions when protecting your job.
Assessment "good": all work tasks with minor comments have been completed; work performed on time; there are no gross errors in the design, structure and style of work; work is done independently, there are own conclusions; correct answers to all questions with the help of the teacher when protecting the job. The student shows sufficient theoretical knowledge of methods, formulas, techniques of completed tasks; knows how to justify the decision of tasks and explain their course.
