Ministry of General and Professional Education of the Sverdlovsk Region
State budgetary educational institution
additional professional education of the Sverdlovsk region
"Institute for Educational Development"
Department of Professional Education
Development methodology
Funds of assessment funds
Basic professional educational program based on the Federal State Educational Standard
Ph.D. ped. Sciences, Associate Professor of the Department
vocational education IRO
Ekaterinburg, 2011
Published by decision of the Scientific and Methodological Council of the IRO.
Protocol No. 3 of December 14, 2011
Temnyatkina O.V. Methodology for developing the Fund for assessment tools of the Basic Professional Educational Program based on the Federal State Educational Standard. Guidelines. Ekaterinburg, 2011.
Methodological recommendations are intended for managers and teachers of primary and secondary vocational education institutions implementing Basic professional educational programs based on Federal State Educational Standards.
Included in the educational and methodological set for the educational programs of the IRO OP “Preparation of teachers of UNPO and USPO for the implementation of the Federal State Educational Standard of Vocational Education” VM “Activities of teachers in vocational education institutions in the context of the introduction of the Federal State Educational Standard of NPO/SPO” (training of tutors), VM “Development of educational programs for primary and secondary vocational education based on a modular-competency approach”, EP “Monitoring the quality of vocational education”.
Methodological recommendations are based on information materials from a seminar on the development of control and measuring materials of the Volga branch of FIRO in Samara, methodological developments of teachers from educational institutions of scientific and professional education and secondary vocational education in the Sverdlovsk region.
Reviewers:
Gerasimova M.A., Ph.D. ped. sciences, head Department of Professional Education IRO,
Sapozhnikova I.A., head of the Regional Resource Center, deputy. Director of GBOU SPO SO "Style", Yekaterinburg.
Introduction…………………………………………………………………………………………. 4
1. Methodology for developing a modern system of tools
and technologies for educational assessment
student achievements based on competency-based
approach………………………………………………………………………………….. 5
1.1.Features of assessment (diagnosis) of achievements
students based on a competency-based approach………. ……….
1.2. Specifics of determining competencies…………………………. ……… 9
1.3.Classification of basic competencies. ……………………………….. eleven
1.4. Classification of general and professional competencies…………. 17
2.Features of assessing educational achievements
students in accordance with the requirements of the Federal State Educational Standard……………... 28
2.1. Requirements of the Federal State Educational Institution
standard of primary and secondary vocational education
to assessing the quality of training of students……………………….. 28
2.2. Choosing educational assessment methods
results of students in accordance with the Federal State Educational Standard………………………. 31
2.3. Test tasks for monitoring educational
achievements of students and their characteristics.…………………………….. 33
2.4. Structure of competency-oriented
tasks and requirements for its components………………………………… 50
3.Assessing the level of students’ mastery of knowledge and skills
within the academic discipline and interdisciplinary course…..…. 54
4. Assessment of students’ competencies……………………………………….. 63
4.1. Diagnostic assessment tools
emotional - psychological level
formation of competencies……………………………... ………… 67
4.2. Diagnostic assessment tools
regulatory level of competence development…………………. 71
4.3.Evaluative tools for diagnosis
social level of competence development……….................................... 74
4.4. Diagnostic assessment tools
analytical level of competencies formation...................................... 77
4.5. Diagnostic assessment tools
creative level of competence development……….................................... 87
4.6.Evaluation tools for diagnosing maturity
competencies at the level of self-improvement……. ………………… 92
5. Assessing the level of formation
type of professional activity………………………………….. 94
6. Technologies for assessing educational achievements
during the state final certification of graduates………. 104
Conclusion ………………………………………………………………………. 111
Literature………………………………………………………………………………….. 112
INTRODUCTION
The implementation of the Federal State Educational Standard - a new generation standard in institutions of primary and secondary vocational education - involves changing, first of all, the result of education. Under educational results The Federal State Educational Standards standard refers to sets of competencies - general and professional - that express what exactly a student will know, understand and be able to do after completing mastery of an academic discipline, a professional module or the entire Basic Professional Educational Program in a profession or specialty.
Expressing educational results in terms of competencies helps to strengthen the personal orientation of the educational process, adequately corresponding to the new conditions and prospects for the development of a competitive and dynamic knowledge-based economy.
Defining educational outcomes in the form of a target, basic function of the vocational education system means a transition to a student-centered model of specialist training, when the emphasis is shifted from content (what is taught) to the result (what competencies the student will master, what he will know and be ready to do). Focusing the educational process on students achieving a given educational outcome makes the teacher and student equal subjects of the educational process with their own tasks and responsibilities, but with a single educational goal. It is this model of training that is recognized as a priority by the countries participating in the Bologna Process when building a European vocational education space.
The introduction of a new standard since September 2011 exacerbates the need to develop Funds of assessment tools as the basis for ensuring the implementation of the Basic Professional Educational Program and assessing the quality of graduates’ training in a competency-based format.
It becomes relevant to consider the methodology for the development and implementation of a modern system of tools and technologies for current and intermediate certification of students (as an element of the system for monitoring the quality of education in institutions of primary and secondary vocational education), the modernization of the system of final state certification (assessment tools and certification technologies) of graduates of institutions of primary and secondary vocational education. secondary vocational education.
These methodological recommendations are devoted to the study of methodology and the development of a modern system of tools, technologies and methods for assessing the quality of training (educational results and competence) of students and graduates of primary and secondary vocational education institutions in the new competency-based paradigm.
1. Methodology for developing a modern system of tools and technologies for assessing the educational achievements of students based on a competency-based approach.
1.1. Features of assessing (diagnosing) student achievements based on a competency-based approach.
Assessing the quality of training in the new competency-based methodological paradigm of vocational education requires the development of technologies for assessing the characteristics acquired by students that form their competencies.
The competency-based approach allows us to identify the versatility of students’ preparedness, which includes, in addition to traditional titles and skills, a certain set of psychological, pedagogical and professionally significant characteristics, which in the assessment process are considered as variables of pedagogical measurement.
These psychological and pedagogical characteristics of preparedness, reflecting an orientation towards cognitive learning and the development of creative abilities, in combination with the assessment of knowledge, skills and abilities, can serve as a multidimensional assessment of the quality of students’ educational achievements.
In turn, the most common variable assessed by traditional assessment tools or tests in a domestic vocational school is the level of preparedness (level of knowledge, abilities, skills), which, as a rule, does not reflect modern requirements for the quality of training of students. This level is poorly focused on integral interdisciplinary knowledge due to the one-dimensionality inherent in it, which does not test the degree to which graduates have mastered competencies, including the ability to learn, the ability to analyze and synthesize, transfer knowledge and skills to new situations, generate ideas, etc.
Competencies are formed and developed through the content of training, the educational environment of the institution and, mainly, educational technologies. In particular, elements of creative activity contribute to the training of a generalist, the search for solutions to new problems associated with the lack of specific specialized knowledge and the lack of specific algorithms for solving problems of this class. Creative personality characteristics can be formed only in the process of modeling the quasi-real activity of a student, which requires finding solutions to new problems that require the transfer of knowledge, combinations, transformation of methods of activity and the implementation of other creative procedures.
Size: px
Start showing from the page:
Transcript
1 ADMINISTRATION OF THE SMOLENSK REGION DEPARTMENT OF THE SMOLENSK REGION FOR CULTURE AND TOURISM OF THE SMOLENSK STATE INSTITUTE OF ARTS I APPROVED and. O. Rector of the Institute I.V. Khriptulov “February 19,” 2015 METHODOLOGICAL RECOMMENDATIONS for the formation of funds of assessment funds ADOPTED at a meeting of the Scientific Council of the Institute, protocol 7 dated “February 19,” 2015 CONSIDERED at a meeting of the Scientific and Methodological Council of the Institute, protocol 7 dated “12 » February 2015 Chairman of the Council E.V. Gorbyleva SMOLENSK, 2015
2 Contents 1. General provisions 2. Requirements for FOS in accordance with the Federal State Educational Standard for Higher Professional Education 3. Functions of various types of funds of assessment funds 4. Development and examination of FOS 5. Basic requirements for the structure and content of FOS 5.1. Characteristics of the structural parts of the FOS 5.2. Contents of FOS for different stages of control 6. Requirements for registration and storage of FOS 7. Assessment methodology 7.1. Methods, types and forms of assessment 7.2. Characteristics of types of control by stages of training 7.3. The main forms of assessment at a university Oral examination Written examination Schedule of monitoring activities assessment plan 8. Marking 8.1. Assessing tasks with freely constructed answers 8.2. Types of assessment scales 9. Means of assessing learning outcomes 9.1. Requirements for test tasks 10. Applications
3 1. GENERAL PROVISIONS The main feature of the federal state educational standards of higher professional education (FSES HPE) is the focus not on the content, but on the result of education, expressed through the competencies of bachelors and specialists. The structure and content of the educational program and a separate discipline (module), educational technologies, including planning and assessment of the quality of training of bachelors and masters, should be aimed at the formation and achievement of the stated learning outcome. Assessment is aimed at systematically establishing correspondence between planned and achieved learning outcomes. The emphasis of the educational process is shifted to the control and evaluation component, which allows you to systematically monitor, diagnose, and adjust the learning process. Already at the design stage of the educational program, it is necessary to plan in what ways and means the learning outcomes will be assessed, which will serve as evidence of achieving the goals of the educational programs. In accordance with the requirements of the Federal State Educational Standard for Higher Professional Education, for the certification of students for compliance of their educational achievements with the stage-by-stage requirements of the corresponding basic educational program (EEP), assessment funds (FOS) are created for conducting ongoing assessment, intermediate and final certification of students. The FOS is an integral part of the normative and methodological support for the system for assessing the quality of mastering the PEP of higher professional education; it is part of the PEP as a whole and the passport of competencies (in particular the Work Program) of the corresponding discipline. Fund of assessment tools is a set of methodological materials that standardize procedures for assessing learning outcomes, i.e. establishing compliance of educational achievements with the planned learning outcomes and the requirements of educational programs, work programs of modules (disciplines). FOS as an assessment system consists of three parts:
4 - a structured list of assessment objects (codifier/structural matrix for the formation and assessment of learning outcomes of OEP, discipline), - a database of educational tasks, - methodological equipment for assessment procedures. When planning and developing FES as an assessment system, a limited set of elements is used: - goals / learning outcomes; - indicators and evaluation criteria; - content area of control; - functions and purposes of control; - types, methods and forms of control; - assessment tools/learning assignments. In addition to performing evaluative functions, FES best characterizes the educational level of the institute. The quality of the fund of assessment tools and technologies is a clear indicator of the educational potential of a university, a kind of calling card of institutes, faculties, departments implementing the educational process in relevant areas. To assess the effectiveness of the control system, general criteria are used: productivity, efficiency, adaptability, didacticity, efficiency, reliability. 2. REQUIREMENTS FOR FOS IN ACCORDANCE WITH FSES HPE Formation of FES in accordance with the requirements of the competency-based approach is carried out on the basis of the use of control methods that help to form the student’s self-esteem and aimed at reflecting cognitive activity; the use of group and mutual assessment methods (student review of each other’s work; students’ opposition of projects, diplomas, research papers, etc.; expert assessments by groups consisting of students, teachers and employers, etc.); transition from assessing only learning outcomes to systematic control, including
5 operational (control for training); creating conditions for bringing the assessment system as close as possible to the conditions of future professional practice (for example, the use of situational tasks based on contextual learning, which provides an integrated assessment of several characteristics simultaneously); tracking and recording the formation of personal qualities (it is necessary to provide for an assessment of the ability for creative activity, which contributes to the preparation of a graduate who is ready to search for solutions to new problems); shifting the emphasis in control from what they do not “know” to assessing what they “know”, are able to do, and are able to demonstrate; external assessment, which ensures the use of generally accepted criteria and indicators of the quality of education (increasing the role of independent expert assessment, including by potential employers and professional communities); increasing the objectivity of assessment results when using high-quality standardized tools; the use of software that allows for adaptive control, timely individual correction of training, as well as storing and processing information on all assessment activities. The fund of assessment tools should be formed on the basis of key principles of assessment: - validity (objects and content of assessment must correspond to the goals and functions of control and training); - reliability (the focus of the methods and means used on the objectivity of the assessment); - efficiency (optimality of choice for specific conditions of use of goals, methods and means of control). 3. FUNCTIONS OF VARIOUS TYPES OF ASSESSMENT FUNDS Funds of assessment funds are formed to solve educational problems: - control and management of the educational process by all participants;
6 - control (using a set of assessment tools) and management (using feedback elements) of achieving the goals of educational programs, defined in the form of a set of graduate competencies; - achieving a level of control and management of the quality of education that would ensure unimpeded recognition of graduates’ qualifications by Russian and foreign employers, as well as global educational systems. In accordance with the requirements of the Federal State Educational Standard for Higher Professional Education, the institute creates funds of assessment tools for conducting ongoing assessment, intermediate and final certification in order to establish compliance of students’ educational achievements with the requirements of the relevant educational programs. Functions of various FOS: - FOS of current control is used for the operational and regular management of educational activities (including independent) of students. Under the conditions of the rating control system, the results of the student's current assessment are used as an indicator of his current rating. - FOS of intermediate (semester) certification of students in a module (discipline) is intended to assess the degree of achievement of the planned learning outcomes upon completion of studying the module/discipline in the form established by the curriculum: test, exam, course work, practice report, etc. - FOS of final certification is used to conduct a state exam, perform final qualifying work and assess the quality of the educational program. During the final state certification, the degree of compliance of the formed competencies of graduates with the requirements of the educational program of the corresponding direction is assessed. The final state certification should be considered as a demonstration by the graduate of abilities and capabilities in professional activities. FOSs are intended for use by students, universities, and third-party organizations to assess the effectiveness and quality of the educational process,
7 educational programs, the degree of their adequacy to the conditions of future professional activity. 4. DEVELOPMENT AND EXAMINATION OF FOS According to the regulatory and methodological documents related to the introduction of the Federal State Educational Standard, the following procedure for creating a FOS is assumed. The preliminary stage is associated with planning control activities. For each of them, the developer of the FOS must answer the questions: What to evaluate/what learning outcomes and its components? How to ensure the assessment of these control objects / what methods of activity will be most optimal for assessing these particular control objects? What tools are needed to carry out this activity when assessing these objects? It is advisable to structure the assessment plan in the form of a matrix, in which each control object (learning result or its component) will be assigned to the following: learning content, assessment method and learning tasks. The formation of a structural matrix for the formation and assessment of learning outcomes (codifier) involves performing the following actions. 1) Based on the requirements of the Federal State Educational Standard, the stated goals of the educational program and the academic freedoms of the university, the educational program establishes the full set of requirements for a graduate in the form of planned learning outcomes and a list of competencies to be developed. The structure of the educational program contains a matrix that correlates the list of requirements for a graduate with an array of basic educational modules/disciplines. Moreover, each module may be sufficient for the formation of the corresponding ability, or may have the status of necessary, i.e. forming this ability only in conjunction with other modules. When studying disciplines sequentially or in parallel, forming the same learning outcomes of PLO, it is necessary to take into account the level of development of competencies and components of learning outcomes.
8 For each learning outcome or its component, which has certain codes in the OOP, behavioral indicators are determined. The main difference between learning outcomes and indicators is that learning outcomes represent general information and are not directly measurable, while indicators reflect uniquely identifiable, measurable activities of the learner. Behavioral indicators of achievement of learning outcomes (assessment objects): - are the focus of assessment of each learning outcome and determine specific actions that students will be able to demonstrate as a result of learning (standards of effective/desirable behavior); - establish a minimum level for assessment; - allow you to describe the desired behavior/work patterns of students and reduce the ambiguity associated with demonstrating expected abilities. The developer needs to formulate a list of student actions that clearly demonstrate the achievement of the required learning outcome. The unambiguity of the formulation of the object of control, diagnosticity, is carried out using B. Bloom's taxonomy based on the specification of learning outcomes at a certain stage of the educational process. Hence the need to develop different types of FOS for current assessment, intermediate and final certification. - consist of a verb denoting action and content. Essentially, these are answers to the questions “what does it do, how does it do it?” Indicators and their manifestation in behavior should be written in simple words, understandable and easily measurable in human behavior. Each indicator must be unambiguous and avoid double interpretation. It is important that behavioral indicators of learning outcomes, on the one hand, reliably reveal the desired behavior, and on the other, do not duplicate each other. - have the properties of a scale, that is, there is an obvious progression from the lowest level of performance to the highest. For the learning outcome of the program
9, 5-9 indicators are compiled. For a separate discipline 3-5 indicators. Indicators determine the content of training. Targeted training for specific tasks will require less cost than global training for everything. In the assessment process, behavioral indicators are the basis for comparing what was and how it is (provided that an initial level assessment was carried out before the start of training). Example: “Blurred” formulation and “difficult to measure” indicator: Possesses analytical thinking “Simple” formulation and “measurable” indicator: Sees the prerequisites or consequences of a situation or information Analyzes situations to calculate the consequences Anticipates real obstacles It is advisable to use a subject-based activity approach when specifying learning outcomes , correlating indicators of diagnosed learning outcomes and learning content. This correspondence is determined in the Codifier (structural matrix for the formation and assessment of learning outcomes). For intermediate certification, the codifier contains the final requirements for the level of training in the discipline. And for the FOS of the current assessment, the detailing of learning results goes to the level planned at the time of the assessment. For each behavioral indicator, you should select the type of learning task, based on the results of which you can judge the degree of achievement of the learning outcome. It is possible that one indicator will control several tasks of the same type or different ones, related to one type of control or several. The next step is the formation of a methodology for using educational tasks, choosing a method and form of control, establishing evaluation criteria, developing evaluation schemes and/or scales.
10 Thus, the assessment plan in the form of a codifier includes control objects associated with the type of tasks and the methodology for their use, taking into account specific learning conditions. Main stage. Formation of the content of the fund of assessment funds. 1) Development and selection in accordance with the codifier of control tasks, based on the results of which one can judge whether the student has achieved a certain learning outcome and, therefore, compliance with one or another requirement. The main requirement is to structure the base of training tasks based on behavioral indicators and/or control measures. A task cannot exist on its own. It is necessarily associated with a specific purpose of use, i.e. with an object and a specific control procedure. Formation of the content of specific control activities (test, test, self-control, exam, etc.). Development of a plan for a monitoring activity, which specifies the monitored learning outcomes (didactic units), indicators (activity goals), the structure of the set of tasks used, regulations, educational, methodological, technical and ergonomic conditions for its implementation, assessment criteria, use of control results. The control plan makes it possible to develop several options for tasks. This is open information for all participants in the educational process. The plan is necessary to justify the reliability, objectivity, and validity of control measures. Determination of criteria for assessing the results of completing control tasks under given conditions. A student’s level of preparedness is considered to meet the requirements of the Federal State Educational Standard if he demonstrates the ability to solve professional problems in typical situations without fundamental errors. In this case, the student’s level of preparedness can be assessed as “good” or “excellent”. For more accurate and objective assessment, specific threshold values are established for assessing tasks both as a whole and for each individual task. For this purpose it is possible
11 for example, describe the fundamentally significant elements of the answers, the absence of which is an “error of a fundamental nature.” The grading procedure must be known, transparent and clear to the student. As a result of the assessment, the student must clearly understand what, how and when it was assessed, for which he was awarded or not awarded a point. The final stage. Development of methodological materials for each participant in the control event. In various forms of control, these are: - instructions (guidelines) for students, teachers, methodologists, observers, members of the State Examination Committee, reviewers, etc.; - scenarios of control measures; - normative and methodological documents; - instructions for processing, analyzing and interpreting the results obtained; - forms of answer forms (questionnaires), reviews, evaluation sheets, etc. Funds of assessment tools for current control and intermediate certification are developed for each discipline / module, practice assigned to the department, and are included in the work program of the discipline. FOS can be developed by a team of authors on behalf of the head of the department. Responsibility for creating the FOS for final certification and coordinating the actions of departments to develop fund materials rests with the dean and the head of the OEP. FOS for current control must undergo internal examination, FOS for certification internal and external. After passing the examination, a decision is made to approve the FOS. For ongoing control at a meeting of the department, for intermediate certification at a meeting of the educational and methodological council, for final certification at a meeting of the academic council of the institute. FOS expert commissions include: - for internal (university) teachers of the institute teaching similar or related disciplines, graduate students;
12 - leading teachers of other universities, representatives of employers and professional communities, graduates of past years, representatives of partner universities are involved for external work. The results of the examination are documented in the form of a report. The minimum number of members of the expert commission is three. When developing, examining and approving the FOS, compliance of its content with the learning outcomes and objectives of future professional activity must be ensured in accordance with: - Federal State Educational Standard for Higher Professional Education in the relevant field of training; OOP and curriculum (direction of training); - work program of the discipline, implemented according to the Federal State Educational Standard for Higher Professional Education; - educational technologies used in the educational process; - modern scientific ideas, achievements of science, technology, technology and culture. The quality criteria for the examination of FOS are: - diagnosticity of control purposes; relevance of learning outcomes; the quality of the proposed criteria, indicators, and assessment indicators; - completeness and systematic organization of assessment materials, the presence of levels of difficulty, complexity, adaptive mechanisms of presentation, variability, ensuring control of interdisciplinary connections; - stimulation of cognitive activity (variety of task forms, contextual tasks, relevant and integrated assessment, reflection, mutual assessment); - formation of self- and mutual-assessment skills; - use of modern control principles (competence-based approach, objectivity, external assessment, automation of procedures, etc.); - reliability and validity of control results; - testing data, quality indicators of tasks, compliance of developed materials with control purposes.
13 - volume, completeness of coverage and originality of materials, incl. results of own scientific research, etc. - formulation of problematic and promising issues for the development of a specific scientific discipline. 5. BASIC REQUIREMENTS FOR THE STRUCTURE AND CONTENT OF FOS 5.1. CHARACTERISTICS OF STRUCTURAL PARTS OF FOS The composition of the OOP of each direction includes the FOS for final certification. FOS of the current assessment and intermediate certification of modules (disciplines, practices) are components of the work program of the discipline. The structure of the FOS as an assessment system: A) A structured list of assessment objects (codifier / structural matrix for the formation and assessment of learning outcomes) should be based on learning outcomes, which are determined according to Table 1. Type of FOS Initial requirements for the level of mastery Object of assessment Final certification of the Federal State Educational Standard, OOP Results training OOP Interim certification Current control Work program of the module/discipline Work program of the module/discipline Generalized learning results for the module (discipline) Specific learning results for the module (discipline) / educational achievements Table 1 Type of control for the development of the codifier, intermediate certification for modules (disciplines), including coursework, internships; GE; VKR; external evaluation of the conference week; semester tests (test/exam/coursework) All types of control used during the development of a module (discipline) The Codifier is a systematic list of requirements for the level of training of graduates and tested content elements, in which each object corresponds to a specific code. In the codifiers of current assessment and intermediate certification, behavioral indicators are formulated based on the generalized results
14 training per module/discipline, based on B. Bloom's taxonomy. In these types of codifiers, the assessed learning outcomes are correlated with indicators, the type of learning tasks, and the control method. It can be recommended to introduce into the structure of codifiers the didactic unit of module content (discipline) and the period for the assessment procedure. The final certification is carried out on the basis of the requirements of the Federal State Educational Standard for Higher Professional Education and Public Education, which must be differentiated by forms of control: state exam, final qualifying work, assessment of the quality of the educational program. In the final certification codifier, the assessed learning outcomes are correlated with at least the modules (disciplines), the method of control, the timing of the assessment procedure, and also indicate the persons responsible for collecting and storing information. An approximate form of the codifier is in Table. 2. Result of mastering OOP Modules (disciplines) formed by the RO Form of the codifier for the final certification Means/method of assessment Timing of assessment Expected use of the results Table 2 Responsible B) The base of educational tasks should be formed and structured on the basis of a codifier for a certain stage of control and assessment procedures. The task database includes both standardized assessment tools (questionnaires, questionnaires, tests), standard tasks (tasks, situational tasks, etc.), and creative tasks (case tasks, descriptions of problem situations, business game scenarios, research, design, etc. . assignments) with mandatory assessment criteria. C) The methodological equipment of assessment procedures reflects the basic information about each control event, determines the control procedure and criteria for assessing learning outcomes / their components, corresponding to the requirements for the results of mastering the educational program.
15 Methodological equipment includes the specification of a separate control measure/assessment procedure and includes materials describing the conditions for conducting assessment procedures, characteristics of the tools and methods used, instructions for participants, etc. Methodological equipment includes documents regulating the preparation, conduct, analysis and interpretation of results. The specification of the assessment procedure reflects the assessed learning results, the control methods and techniques used, the structure of the training tasks performed, the procedure regulations (time, standard period, technical and ergonomic conditions, etc.). Mandatory elements of the specification are assessment criteria presented in the form of rating scales; threshold values for assessing tasks, both in general and each individually CONTENT OF FOS FOR DIFFERENT STAGES OF CONTROL The fund of assessment tools for current control includes: - structural matrix (codifier); - rating plan of the discipline/module; - structured base of control educational tasks; - specifications of monitoring activities of current assessment; - methodological materials defining the control procedure and evaluation criteria, methods for interpreting the results. To the fund of assessment tools for intermediate certification in the form of a test (in the discipline, course work, practice, UIRS / NIRS): - codifier for conference weeks / KR / practice, UIRS / NIRS; - assignments for conference weeks, etc.; - guidelines for students, containing a schedule and requirements for completing tasks, assessment criteria, specifications of monitoring activities, a list of necessary educational resources. The FOS for intermediate certification in the form of an exam must consist of at least: - a codifier;
16 - exam specifications; - a database of tasks intended to be presented to the student during the exam; - methodological materials defining the examination procedure: examination program, script, criteria for assessing answers, methods for interpreting results. The specific list of teaching materials depends on the control methods used. The FOS of the final certification includes funds for assessment tools of the state exam, final qualifying work/thesis (hereinafter referred to as the thesis) and a fund for assessment tools for the quality of OOP. The fund of assessment tools of the state interdisciplinary exam includes: - codifier; - interdisciplinary exam plan; - a set of tasks intended to be presented to a student (graduate) during the exam; - methodological materials defining the examination procedure and assessment criteria, methods for interpreting the results. The plan for the interdisciplinary examination is developed by a group of experts, approved by the director of the institute and brought to the attention of students no later than three months before the examination. The form of the examination (written, oral, etc.) is chosen by the graduating department. The fund of assessment tools of the academic examination includes: - a plan defining the objects of assessment, the procedure for completing and defending the final qualifying work/graduation project/dissertation; - requirements for final qualifying work/thesis project; - methodological recommendations for organizing the completion of final qualifying work/graduation project/dissertation; - guidelines for writing a final qualifying thesis/thesis project;
17 - methodological materials defining the procedure for defending a final qualification work/thesis project; - methodological materials defining the defense procedure and evaluation criteria for the research and development work; - feedback form for final qualifying work/thesis project; - review form for final qualifying work/thesis project. FOS quality OOP: - banks of statistical information; - monitoring research programs and other questionnaires/questionnaires of students, graduates of previous years to obtain an assessment of the quality of the training received; - questionnaires and mechanisms for conducting and processing materials for employers, external assessment of the level of training of graduates. For each FOS, it is necessary to provide for recommendations for updating and improvement (frequency, degree of updating, procedure for changing assessment procedures, methods, technologies, indicators, criteria, etc.). 6. REQUIREMENTS FOR REGISTRATION AND STORAGE OF FOS When registering, FOS should begin in the order of the title page, the reverse side of the title page, the expert opinion is included in the preface, the FOS passport. The approving signature of the official gives the FOS the character of a normative document of the institute. This is followed by sections: a systematic list of requirements for the level of training of graduates and tested content elements, in which each object corresponds to a specific code, a database of tasks, and methodological equipment. The original FOS in printed form is stored at the department that developed the work program (WOP) as part of the educational and methodological complexes of disciplines. Authors and developers of FOS have the right to publish materials in the form of guidelines. Demo versions of individual FOS materials can be made available to students in the public domain. Validity period of FOS
18 is established by the authors-developers for a period of no more than 5 years and can be extended by appropriate decisions. 7. ASSESSMENT METHODOLOGY 7.1. METHODS, TYPES AND FORMS OF ASSESSMENT Methods of control are the methods by which the effectiveness of the educational and cognitive activity of students and the pedagogical work of the teacher is determined. In pedagogical practice, the concept of “method of control” is often used in conjunction with “form”, “type”, “type” of control/assessment/checking. Therefore, in such cases, the broader concept of “control method” is usually used. Methods of control are understood as a set of components such as type, type, form, means of control, with the help of which feedback is organized and carried out between students and teachers in the educational process. Table 3 provides a classification of control methods. The choice of control method depends on the purpose, content of the assessment and the availability of resources to ensure the use of this method. Thus, testing of complex theoretical issues is usually carried out during an individual survey (seminar, colloquium). A frontal oral survey is planned when checking voluminous, but not complex educational material, rich in facts. A frontal written survey is carried out when it is necessary to establish the level of mastery by all students of one or two important theoretical questions that serve as reference points when studying new material. Written tests are intended mainly to obtain objective, accurate assessments. When choosing a control method, the following assessment axioms are taken into account: - As a rule, there is an inverse relationship between the quality of the method and its rationality. - It is important to conduct a preliminary test to see if the method is suitable for a given program.
19 - It is impossible to use all methods, because... we are limited in time and resources. - It is necessary to establish priorities for the use of methods. Classification of control methods Table 3 Control components Characteristics 1 Traditional method of organization; innovative (rating, portfolio, case measurements, essay, etc.). 2 Stages of educational activities 3 Person carrying out preliminary control (input, qualifying, initial); current (operational); intermediate (thematic); final (final, certification, control of residual knowledge). teacher; student-partner (mutual control); self-control. 4 Mass coverage individual; group; frontal. 5 Written control method; oral; using software; practical work; protection of creative works; self-control. 6 Form of classes during lectures; at seminars; in practical and laboratory classes; on tests; on exams; at colloquia; homework. 7 Form of control - oral survey (individual, frontal, interview, debate); - written tests (dictation); - testing; - practical work; - Olympics; - observation (in production practice, assessment in the workplace); - protection of individual knowledge and creative works (situational tasks, abstract, article, project, thesis, selection of tasks, report, etc.); portfolio protection; - participation in business, situational, simulation games. The optimal way to form FOS is to combine traditional and innovative methods, types and forms of control. At the same time, traditional means must be rethought in line with the competency-based approach, and innovative means adapted for practical use.
20 The main criteria for selecting assessment methods should be objectivity, reliability, validity, or providing sufficient evidence of achievement of the learning outcome being tested. Students, parents, employers and the public must be assured that assessment results are objective and reliable, as these results often affect a student's personal, socio-economic development and mobility in society. Validity is the degree to which an assessment method reflects or measures a particular characteristic or outcome. Validity includes three components: - a clear and clear definition of the result that is to be assessed; - a clear definition of what will be evidence (proof) of the student’s achievement of the assessed result; - justification for using the appropriate assessment method. Objectivity implies clarity and precision in the assessment procedure. It should be transparent and accessible to students. In addition, an appeal and re-evaluation mechanism must be developed and provided. Reliability in an assessment implies its stability. The stability of the assessment is confirmed on the same material under the same conditions or on similar material. The reliability of the assessment procedure is ensured by: - the competence of the expert conducting the assessment procedure in his subject area and area of pedagogical measurements; - clarity, consistency and unambiguity of instructions; - using the evaluation criteria indicated in the OOP; - involving other experts to conduct the assessment; - clarity and systematic procedures for recording results CHARACTERISTICS OF TYPES OF CONTROL BY STAGE OF TRAINING
21 The development of assessment methods depends on the stage of training, which determine the goals of the procedures performed. The main types of control of learning outcomes adopted in pedagogical practice are: - diagnostic (input), - current (operational), - final (periodic and final certification). Diagnostic control is a necessary prerequisite for successful planning and management of the educational process. The purpose of diagnostic control is to establish the initial level of various aspects of the student’s personality and, above all, the potential for future activities (ability as an opportunity) and the results of previous learning, the state of readiness to perform a new educational activity (ability as readiness). If the purpose of control is to identify gaps in knowledge and the causes of the gaps, express diagnostics based on tasks is used with the choice of one correct answer out of 2-3. The accuracy of measurement in this case is less important compared to the speed of obtaining generalized results for the group. Current control is the main type of systematic testing of students' knowledge, skills and abilities. Its task is to promptly and regularly manage the educational activities of students based on feedback and adjustments. It allows you to obtain primary information about the progress and quality of learning the educational material, as well as stimulate regular, purposeful work of students. Current monitoring is also designed to perform a prognostic and diagnostic function. The educational process is organized not only for the sake of obtaining correct answers from students, but mainly to teach them those cognitive actions that lead to these answers. Consequently, there is a need to control the content of the actions being formed. Each action consists of certain operations. Operational control is also important because it makes it possible to accurately record mistakes made, correct them immediately and continue successfully
22 further execution of the action. When monitoring only the correctness of the final result of an action, correction is difficult. The frequency of control depends on the stage of assimilation; moreover, it should vary within individual stages. Control can be carried out not only by the teacher, but also by the student; at different stages of the educational process, the student controls himself in different forms: external control is gradually replaced by internal control. In other words, at the initial stages of the development of activity, feedback is provided by the teacher, and at the final stages, the student himself provides feedback. In the latter case, self-control takes place. The results of this control are not subject to “level assessment”. The most appropriate grade is pass/fail. The mark must be accompanied by a value judgment from which the merits of the answer, the student’s work or their shortcomings would be clearly visible. If the answer turns out to be weak and deserves an unsatisfactory mark, then it is advisable to use the delayed marking method, i.e. Do not give an unsatisfactory mark, but limit yourself to a value judgment or tactful suggestion. Until the control results are evaluated, the student is given the opportunity to improve the quality of his academic work. During ongoing monitoring, the results of mastering individual modules/topics are assessed. Some teachers distinguish this type of control as a separate type, intermediate or boundary. Midterm control allows you to determine the quality of students’ study and assimilation of educational material by sections, topics, modules (a logically completed part of the educational material) in accordance with the requirements of the program, and to identify the relationship with other sections and subjects. Final control consists of objectively identifying learning outcomes that make it possible to determine the degree of compliance between actual learning outcomes and those planned in the program. Aimed at checking the final learning results, identifying the degree to which students have mastered the system of knowledge, skills and abilities obtained as a result of studying a particular subject.
23 The main forms of final control at a university are tests and exams, which in turn can be carried out using a variety of methods (final test, testing, oral individual questioning). Final control is an integrative control and it is this control that makes it possible to judge the overall achievements of students. In preparation for it, a more in-depth generalization and systematization of the learned material occurs, which allows one to raise knowledge to a new level. When systematizing and generalizing the knowledge and skills of students, the developmental effect of training is manifested to a greater extent, since at this stage intellectual abilities and skills are especially intensively formed. BASIC FORMS OF ASSESSMENT AT A UNIVERSITY Traditional types of control are focused primarily on assessing the quality of knowledge, skills and abilities (KUNs), acquired by the student as a result of mastering specific disciplines and practices. They can still be successfully used mainly for ongoing assessment and intermediate certification, but when using them, emphasis should be placed on how the acquired knowledge and skills are integrated into the integrative system of the competence(s) being formed. Some forms of control may combine several assessment methods. For example, an exam in a discipline may include both oral and written tests and practical assignments. The most common forms of control include: - interview; - colloquium; - test; - exam (in discipline, module, final state exam); - test; - test; - report (on practices, research work of students, etc.);
24 - course work; - final qualifying work. Operational information about the assimilation of educational material, the formation of skills and abilities can be obtained during observation, which is the main method in ongoing control, carried out to measure the frequency, duration, topology of students’ actions, usually in natural conditions using non-interactive methods ORAL SURVEY Oral survey allows assess the student’s knowledge and outlook, ability to logically construct an answer, mastery of monologue speech and other communication skills. Questioning is the most important means of developing thinking and speech. It has great potential for the educational influence of a teacher. The teaching function consists of identifying details that, for some reason, were not sufficiently understood during training sessions and in preparation for a test or exam. An interview is a special conversation between a teacher and a student on topics related to the discipline being studied, designed to determine the scope of the student’s knowledge on a specific section, topic, problem, etc. A colloquium (lat. colloquium conversation, conversation) can serve as a form of not only testing, but also increasing students’ knowledge. At colloquiums, individual parts, sections, topics, issues of the course being studied, which are usually not included in the topics of seminars and other practical training sessions, as well as abstracts, projects and other works of students are discussed. Tests and exams are forms of periodic student reporting, determined by the curriculum of preparation in the field of higher professional education. Tests serve as a form of checking the quality of students' performance of laboratory work, mastery of educational material in practical and seminar classes, successful completion of industrial and pre-diploma internships and the fulfillment of all educational assignments during these practices in accordance with the approved program.
25 The grade assigned for the test can be of a qualitative type (on a scale of “passed” / “fail”). The exam in the discipline (module) serves to evaluate the student’s work during the semester (year, entire period of study, etc.) and is designed to reveal the level, strength and systematicity of the theoretical and practical knowledge acquired by him, the acquisition of independent work skills, the development of creative thinking, the ability to synthesize acquired knowledge and apply it in solving practical problems. Based on the results of the exam, as a rule, a grade is given on a scale of the following order: “excellent”, “good”, “satisfactory”, “unsatisfactory”. WRITTEN TEST A written answer teaches accuracy, conciseness, and coherence in the presentation of thoughts. Written testing is used in all types of control and is carried out both in classroom and extracurricular work. Written work may include: dictations, tests, tests, essays, abstracts, term papers, scientific and educational reports on practices, reports on students' scientific/educational research work. The most important advantages of tests and tests are: - saving the teacher’s time (time spent two to three times less than with oral control); - the opportunity to put all students in the same conditions; - the ability to develop versions of questions of equal difficulty; - the ability to objectively evaluate answers in the absence of teacher assistance; - the ability to check the validity of the assessment; - reducing the subjective approach to assessing a student’s preparation, due to his individual characteristics. A dictation is a list of questions that require short answers. Time for answers is limited, so the questions in the assignments must be clearly understood, simply and clearly formulated.
26 Mandatory tests are carried out, as a rule, after completing the study of a topic or section (module). Principles for compiling tests: - tasks vary in complexity and difficulty; - assignments may include questions of an advanced level that are optional, but for solving them students can receive additional assessment, and the teacher can identify knowledge and skills that are not included in the mandatory requirements of the program; - the test work includes not only calculation tasks, but also qualitative ones, requiring, for example, a graphic description of processes or analysis of phenomena in a specific situation. During the check and evaluation of test written work, the results of completion are analyzed, typical errors are identified, as well as the reasons for their occurrence. Work analysis is carried out promptly. When checking test papers, the teacher must correct every mistake made and determine the completeness of the presentation of the question, the quality and accuracy of the calculation and graphic part, taking into account the development of written language, the clarity and consistency of the presentation of thoughts, the presence and sufficiency of explanations, and the culture in the subject area. An essay is one of the forms of written work, the most effective in mastering the basic and variable disciplines of the GSE cycle and, in some cases, the professional cycle. The role of this form of control is especially important in the formation of a graduate’s universal competencies, which involve acquiring the fundamentals of humanitarian, social and economic knowledge, and mastering the basic methods of the relevant sciences. The essay is a small independent written work on a topic proposed by the teacher of the relevant discipline. The purpose of the essay is to develop the skills of independent creative thinking and written presentation of one’s own conclusions. The essay must contain a clear statement of the essence of the problem posed, include
27 independently conducted analysis of this problem using the concepts and analytical tools of the relevant discipline, conclusions summarizing the author’s position on the problem posed (recommended length of the essay is 10 thousand characters). Depending on the specifics of the discipline, essay forms can vary significantly. In some cases, this may be an analysis of specific data collected by the student on the problem being studied, analysis of materials from the media, a detailed analysis of the problem proposed by the teacher with detailed explanations and analysis of examples illustrating the problem being studied, etc. Requirements for an essay can be transformed depending on a specific discipline, but the quality of the work should be assessed according to the following criteria: independence of execution, ability to argue thesis and conclusions, validity, clarity, conciseness, originality of the problem statement, level of mastery of the topic and presentation of the material (validity of the selection of material, the use of primary sources, the ability to independently comprehend the facts, the structure and logic of presentation). Synopses of articles, paragraphs and chapters or the full text of brochures and books are evaluated taking into account the work put into their preparation. They are not replaced by work plans or a completely rewritten text: the student must learn to select the main thing. The summary is written in a notebook indicating the owner's last name. The author of the book (article), place and year of publication must be indicated, and the pages where the text being noted is located are marked in the margins. The quality of the outline increases when the student accompanies it with his own comments, diagrams or tables. Summary of the report (abstract), lecture given in preparation for the seminar. Must reflect the main ideas of the heard message. The ability to “condense information” using notations, diagrams, and symbols is assessed.
28 Abstract is a creative research work based primarily on the study of a significant amount of scientific and other literature on the research topic. Other research methods can, of course, be used (and should be encouraged), but working with literary sources and your own reflections related to the topic is sufficient. The purpose of writing an abstract is to instill in the student the skills of a brief and concise presentation of collected materials and facts in accordance with the requirements for scientific reports, reviews and articles. Coursework is a type of independent written work aimed at the creative development of general professional and specialized professional disciplines (modules) and the development of relevant professional competencies. The volume of course work and requirements for its implementation are determined by the Regulations. Depending on the amount of time allocated to complete the task, coursework may have a different creative focus. When writing a course work, the student must fully disclose the chosen topic, follow the logic of the presentation of the material, and show the ability to make generalizations and conclusions. The course work should consist of an introduction, main part, conclusion and list of references. In the introduction, the author briefly substantiates the relevance of the topic, the structure of the work and gives an overview of the literature used. The main part reveals the essence of the chosen topic; the main part may consist of two or more chapters (sections); At the end of each section, brief conclusions are drawn. The conclusion summarizes the work performed and draws general conclusions. The list of used literature indicates all publications used by the author. When assessing the level of completion of course work, in accordance with the goals set for this type of educational activity, the following abilities, skills and competencies can be monitored: - the ability to work with objects of study, critical sources, reference and encyclopedic literature; - ability to collect and systematize practical material;
29 - ability to independently comprehend a problem based on existing techniques; - the ability to logically and competently express one’s own conclusions and conclusions; - ability to comply with the form of scientific research; - ability to use global information resources; - possession of modern telecommunications means; - ability and readiness to use basic application software; - the ability to substantiate and build an a priori model of the object or process being studied; - ability to create a meaningful presentation of completed work. Scientific and educational reports on practices are a specific form of written work that allows a student to summarize his knowledge, skills and abilities acquired during basic and specialized educational production, scientific and production practices and research. Reports on basic and specialized educational practices can be compiled collectively, indicating the participation of each student in writing the report. Reports on production, scientific and production practices and research are prepared individually. The volume of reports can be pages, the structure of the report is close to the structure of the course work. Correctly formulated requirements for the content, design and protection of scientific and educational reports on practices can provide a good example of a new “integral” or systematic approach to assessing the level of skills acquired by a student, universal and professional competencies. Moreover, in addition to the skills and abilities listed above acquired during coursework, the following competencies can be monitored: - the ability to work independently and as part of a team; - willingness to cooperate, tolerance; - ability to organize the work of performers; - ability to make management decisions;
Autonomous non-profit organization of higher education "Moscow Regional Socio-Economic Institute" Regulations approved by the Academic Council of IRSER Protocol 2 of September 15, 2017 Approved
1 2.5 In accordance with the requirements of the standard, for the certification of students for compliance of their personal achievements with the stage-by-stage requirements of the relevant EP, a FOS is created to conduct ongoing monitoring
Ministry of Education and Science of the Russian Federation Federal State Budgetary Educational Institution of Higher Professional Education "NATIONAL RESEARCH TOMSK POLYTECHNIC
REGULATIONS on the fund of assessment tools for ongoing monitoring of academic performance, intermediate certification of students and state final (final) certification of graduates in educational programs
Draft REGULATIONS on the formation of a fund of assessment tools for ongoing monitoring of academic performance, intermediate and final (state final) certification of students in higher educational programs
1.6 These Regulations are mandatory for execution by all departments of the University that ensure the implementation of the educational process in the relevant EP HE. 2. The purpose and objectives of the creation of the FOS 2.1 The purpose of the creation
MINISTRY OF AGRICULTURE OF THE RUSSIAN FEDERATION Federal State Budgetary Educational Institution of Higher Professional Education "KUBAN STATE AGRICULTURAL UNIVERSITY"
1 MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN Federal State Budgetary Educational Institution of Higher Education "Penza State University" (FSBEI HE "PSU") APPROVED BY THE Academic Council of the University
I APPROVED by the Rector of CHOU “CHIEP named after. M.V. Ladoshina" G.I. Ladoshina (signature) 2015 M.P. On the formation of a fund of assessment tools for quality control Agreed upon by the acting Head of Education Quality Management Department
1. GENERAL PROVISIONS 1.1. The regulations on the formation of funds of assessment tools for ongoing monitoring of academic performance and intermediate certification of students in SibUPK are drawn up in accordance with the following
The content of independent work of students is determined by the Federal Standards of Higher Education, work programs of academic disciplines (modules), educational and methodological complexes of disciplines
1. GENERAL PROVISIONS 1.1. for ongoing monitoring of academic performance and intermediate certification of students (hereinafter referred to as the Regulations) at the Azov-Black Sea Engineering Institute, a branch of the Federal State Budgetary Educational Institution of Higher Education of the Don State Agrarian University (hereinafter referred to as
On the organization of current monitoring of academic performance at the Federal State Budgetary Educational Institution of Higher Professional Education "Kursk State University" 1. GENERAL PROVISIONS 1.1. The purpose of this provision is to justify the organization and methodology of conducting the current
Training in the requirements of the Federal State Educational Standard for Higher Professional Education, corresponding to the field of training (specialty). 2.2 Objectives of the FOS in the discipline: - control of the process of mastering by graduate students the level of development of competencies defined
2. Purpose and scope 2.1. The Regulations define the fund of assessment tools (hereinafter referred to as FOS) as a set of methodological and control and measuring materials, assessment tools intended to determine
1. GENERAL PROVISIONS 1.1. This Regulation establishes the development procedure, requirements for structure, content and design, as well as the procedure for approving funds of assessment tools (hereinafter referred to as FOS) for certification
1 General provisions 1.1 These Regulations establish the procedure for the development, examination and storage of a fund of assessment funds, and also indicate the requirements for the structure, content and design of the fund of assessment funds
Ministry of Education and Science of the Russian Federation Federal State Budgetary Educational Institution of Higher Education "Tambov State Technical University" ACCEPTED
With changes approved and approved by the Decision of the Academic Council of the FSBEI HE IPCC protocol 1 dated 08/28/2017 With changes approved and approved by the Decision of the Academic Council FSBEI HE IPCC dated 01/30/2017
APPROVED by the order of JSC "Russian Railways" dated September 13, 2013 1960r STANDARD REGULATIONS on organizing control over the level of knowledge, skills and abilities of students studying at the training center for professional qualifications of the railway
1.2. This Regulation is a local regulatory act of the Chita Institute (branch) of the federal state budgetary educational institution of higher education "Baikal State
Ministry of Education and Science of the Perm Territory State budgetary professional educational institution "Perm Petroleum College" "APPROVED" Director of the State Budgetary Educational Institution "Perm Petroleum College"
5. Evaluation of the results of mastering the main professional educational program 5.1. Control and assessment of students’ achievements Assessment of the quality of training of students and graduates is carried out in two ways:
CONTENTS 1. GENERAL PROVISIONS. 4 2. GOALS AND OBJECTIVES OF CREATION OF FOS... 6 3. GENERAL REQUIREMENTS FOR THE CONTENT OF FOS. 7 4. PROCEDURE FOR REGISTRATION AND APPROVAL OF FOS. 10 5. STORAGE AND USE OF FOS 10 6. RESPONSIBILITY
Appendix 4 to order 29/3 dated 03/03/2017 REGULATIONS on the procedure for the development and approval of control and measurement materials of the municipal budgetary educational institution "Secondary
3 Terms and definitions 3.1 Fund of assessment tools (hereinafter referred to as FOS) didactic component of the work program of the discipline, practice program, scientific research, final (state final) certification
MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION Federal State Budgetary Educational Institution of Higher Education "NATIONAL RESEARCH MOSCOW STATE CONSTRUCTION
Appendix to the order dated 01/09/2017 4 adm REGULATIONS ON THE ASSESSMENT FUND of the federal state budgetary educational institution of higher education "St. Petersburg Mining University"
Ministry of Education and Science of the Russian Federation federal state budgetary educational institution of higher professional education REGULATIONS on the fund of assessment funds in the federal
2 Contents 1 Scope 4 2 Regulatory references 4 3 Purpose and objectives. 4 4 Formation and approval of the FOS 5 5 Responsibility for the formation of the FOS... 6 6 Improvement.. 7 Appendix A (mandatory). A.1Form
1. General provisions 1.1. This Regulation has been developed in accordance with the Federal Law of December 29, 2012 273-FZ “On Education in the Russian Federation”, the Procedure for organizing and implementing educational
1. GENERAL PROVISIONS 1.1. Regulations on the fund of assessment funds of the Federal State Budgetary Educational Institution of Higher Education "Kuban State University of Physical Culture,
Ministry of Education and Science of the Russian Federation Federal State Budgetary Educational Institution of Higher Professional Education "SYKTYVKAR STATE UNIVERSITY"
1 of 21 state budgetary educational institution of higher professional education "Kemerovo State Medical Academy" of the Ministry of Health of the Russian Federation APPROVED
FUNDS FOR ASSESSMENT OF current and intermediate control in the field of preparation 03.38.01 “Economics” Profile: “Finance and Credit” Assessing the results of developing competencies within the discipline
Development of cognitive abilities and activity of students: creative initiative, independence, responsibility and organization; - formation of independence of professional thinking:
1. General provisions 1.1. Regulations on the formation of a fund of assessment funds (hereinafter referred to as the Regulations) of the federal state budgetary professional educational institution "Kaltan Special
1. General Provisions. The main feature of the federal state educational standards of higher professional education of the Federal State Educational Standard for Higher Education is their focus not on the content, but on the result of education,
1. General provisions 1.1 This provision determines the procedure and content of current monitoring of knowledge, skills, level of development of professional and general competencies of students in the professional program
Ministry of Emergency Situations of the Russian Federation FEDERAL STATE BUDGETARY EDUCATIONAL INSTITUTION OF HIGHER EDUCATION "IVANOVSKAYA FIRE AND RESCUE ACADEMY OF STATE FIRE SERVICE OF THE MINISTRY OF THE RUSSIAN
REGULATIONS Regulations on ongoing monitoring of academic performance and intermediate certification of students at private educational institutions DEVELOPER: E.A. Ivanova Deputy Director for Educational and Methodological Work 1. GENERAL PROVISIONS 1.1. Position
Systematization and deepening of theoretical and practical knowledge in the field of training (specialty), their use in solving specific practical problems; development and demonstration of independent skills
The regulations were reviewed and agreed upon at a meeting of the College Council, protocol 1 dated September 19, 2015. 1. General provisions 1.1. The regulations on the educational and methodological complex are intended to introduce uniform requirements
1 These Regulations on the formation of a fund of assessment tools for ongoing monitoring of academic performance and intermediate certification of students at the State Educational Institution of the Republic of Kazakhstan “College of Arts of the Komi Republic” (hereinafter referred to as the Regulations)
MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION Federal State Budgetary Educational Institution of Higher Professional Education "NATIONAL RESEARCH TOMSK POLYTECHNIC
ADOPTED by the College Council, protocol 76 dated “_07_” November 2014 REGULATIONS on the formation of a fund of assessment funds for ongoing monitoring of academic performance and intermediate certification of GPOU students
Appendix A (informational) Control methods Methods of oral control - survey; - interview; - colloquium; - seminar; etc. Methods of written control Written testing is used in all types
Quality management system Page 2 of 8 Effective from the moment of approval CONTENTS Adopted at a meeting of the Academic Council Minutes 3 of September 30, 2015 Name 1. Normative references 2.
REGULATIONS - 2016 Ministry of Education and Science of the Russian Federation Federal State Budgetary Educational Institution of Higher Education IRKUTSK NATIONAL RESEARCH TECHNICAL INSTITUTION
Ministry of Education and Science of the Russian Federation Federal State Budgetary Educational Institution of Higher Education "PETROZAVODSK STATE UNIVERSITY" (PetrSU) ronin Regulations
NON-GOVERNMENTAL NON-PROFIT EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION “INSTITUTE OF FRIENDSHIP OF THE PEOPLES OF THE CAUCASUS” REGULATIONS ON THE EDUCATIONAL AND METHODOLOGICAL COMPLEX 1. General provisions Present
1. Purpose and scope of application This provision applies to the activities of the Federal State Budgetary Institution of Additional Professional Education "St. Petersburg
MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION Federal State Budgetary Educational Institution of Higher Education MOSCOW STATE UNIVERSITY OF GEODESY AND CARTOGRAPHY
Section CONTENTS Section name Page 1 2 3 1 Purpose and scope 3 2 Regulatory references 3 3 Terms, designations and abbreviations 4 4 General provisions 6 5 Contents of assessment funds
“APPROVED” Director of the Federal State Budgetary Institution of Science Institute of Synthetic Polymer Materials named after. N.S. Enikolopov Russian Academy of Sciences, corresponding member. RAS A.N..Ozerin ACCEPTED
Regulations on the organization and control of extracurricular (independent) work of graduate students 1. General provisions 1.1. This provision has been developed taking into account the introduction into the educational process of the main professional
TOGBPOU "Construction College" Considered and adopted I APPROVED: at a meeting of the pedagogical Director of TOGBPOU College "Construction College" protocol 4 A. I. Ananyev dated March 14, 2016 Order 38
REGULATIONS ON THE FUND OF EVALUATIONAL FUNDS Regulations on the fund of evaluation funds in the state autonomous professional educational institution of the Saratov region "Marx Electrotechnical College"
GBPOU DZM approval of the training program 1 15 Per. 103 ^D RE RZh D A Y GBPOU DZM 1" "Regulations on the Procedure for the development and approval of a training program in the State budgetary vocational educational
Department of Education and Science of the Bryansk Region
State budgetary educational institution
Primary vocational education
"Vocational School No. 38"
Methodological development
On the topic of:
« Fund of assessment funds"
Makarenkova N.P.
Rognedino village
2013
1. Introduction
The FOS OPOP is formed immediately after the goals of the educational program are determined and its components are developed, in particular, the work programs of UD and PM.
FOS OPOP - a set of teaching materials, forms and procedures for ongoing knowledge control, intermediate certification for each academic discipline (hereinafter - UD) and professional module (hereinafter - PM), state (final) certification, providing assessment of the conformity of educational results (knowledge, skills, practical experience and competencies) of students and graduates to the requirements of the Federal State Educational Standard for NPO/SPO.
FOS OPOP profession/specialty is formed from sets of control and evaluation tools (hereinafter referred to as KOS sets), created in accordance with the work programs of UD and PM.
KOS kits are brought to the attention of students within the first two months from the start of training.
KOS sets are a mandatory part of the OPOP profession/specialty educational and methodological complexes (hereinafter - EMC) UD and PM.
2. The purpose and objectives of creating the FOS OPOP profession/specialty
FOS OPOP are created to certify students for compliance of their personal achievements (knowledge, skills and mastered competencies) with the stage-by-stage requirements of the corresponding OPOP (current control and intermediate certification), to establish, during certification tests of graduates who have completed mastering the OPOP profession/specialty, the fact of compliance/non-compliance the level of their training to the requirements of the Federal State Educational Standard for NPO/SPO (state (final) certification).
Objectives of the FES OPOP profession/specialty:
- control and management of the process of students acquiring the necessary knowledge, skills, practical experience and mastering competencies defined by the Federal State Educational Standard for NPO/SVE;
- control and management of the achievement of OBOP goals, defined as a set of general and professional competencies (hereinafter referred to as GC and PC) of graduates;
- assessment of students’ achievements in the process of studying UD and PM, highlighting positive/negative results and planning preventive/corrective measures;
- ensuring compliance of learning results with the tasks of future professional activity through improving traditional and introducing innovative teaching methods;
- achieving a level of control and management of the quality of education that would ensure recognition of graduates’ qualifications by industry employers.
3.Assessment of the results of mastering the OPOP profession/specialty
Assessment of the results of mastering the educational program includes:
- current monitoring of progress;
- intermediate certification;
- state (final) certification.
Current monitoring of progress is a check of the mastery of educational material, regularly carried out throughout the semester. In this case, the emphasis is on establishing a detailed, real picture of the achievements and success of students’ assimilation of the UD and PM work program at a given point in time.
Current monitoring of student progress can be carried out in the following forms:
- survey (oral or written);
- performing laboratory, computational, graphic, creative and other works;
- test;
- testing;
- protection of the results of independent work (abstract, project, research work, etc.);
- other.
Interim certification is carried out at the end of the semester and can complete the study of both UD or PM as a whole, and a separate section (sections).
Such control helps to evaluate larger sets of knowledge and skills, in some cases even the formation of certain PCs. Interim certification sums up the work of students throughout the semester or academic year. Its results are the basis for certain administrative conclusions (transfer or not transfer to the next course, award of a scholarship, etc.). At the same time, the student’s knowledge and skills are not necessarily subject to a new control: intermediate certification can be carried out based on the results of the current control (test or exam “automatically”).
The main forms of intermediate certification are:
- test;
- differentiated credit;
- exam.
State (final) certification (hereinafter - GIA) serves to check the quality of development of the BRI as a whole. It is carried out with the participation of external experts, including employers, and allows you to fully evaluate the OC and PC acquired by students.
The form of the GIA is the preparation and defense of a final qualifying work (thesis, diploma project), a topic that must correspond to the content of one or more PM.
4. Structure and content of FOS OPOP profession/specialty
In accordance with the Federal State Educational Standard for NPO/SVE, assessment of the quality of training of students and graduates is carried out in two main directions:
- assessment of the level of mastery of disciplines;
- assessment of students' competencies.
In this regard, CES should include tests, standardized tests, standard tasks and other assessment tools that allow assessing knowledge, skills and the level of acquired competencies.
The assessment tools that accompany the implementation of each OPOP profession/specialty should be a means of not only assessment, but also training.
The structural elements of the FOS OBOP are:
- FOS passport;
- KOS sets developed according to UD and PM, designed to assess skills and knowledge, the formation of competencies at certain stages of development of the BOP;
- program for monitoring the results of mastering the OPOP profession/specialty;
- recommendations for updating WWTP kits taking into account monitoring results;
- qualification requirements for developers of CBS kits.
The structural elements of KOS UD are:
- samples of assessment tools intended for incoming inspection;
- samples of assessment tools intended for ongoing monitoring;
- samples of assessment tools for intermediate certification of students (standard, non-standard tasks (tasks), problem situations, scenarios of business games corresponding to future professional activities, etc.);
- samples of assessment tools for final control of students.
The structural elements of KOS PM are:
KOS MDK kit, which includes:
- explanatory note (passport),
- samples of assessment tools intended for incoming inspection,
- samples of assessment tools intended for ongoing monitoring,
- samples of assessment tools intended for mid-term control (sections of the MDK),
- samples of assessment tools for intermediate certification of students (standard, non-standard tasks (tasks), problem situations, scenarios of business games corresponding to future professional activities, etc.),
- samples of assessment tools for final control of students;
A set of educational and industrial practices (hereinafter referred to as EP and PP), which includes:
- explanatory note (passport);
- educational practice program;
- industrial practice program;
- methodological recommendations for preparing a practice report;
- Sample of keeping an internship diary.
The COS set for state (final) certification (hereinafter - GIA) has the following structure:
- explanatory note;
- GIA program, including: requirements for registration of the procedure and defense, criteria for assessing the final qualifying work.
The CBS sets of each UD and PM must ensure the assimilation of specific elements of the educational material of the work program of the UD/PM/UP and PP.
Each assessment tool in the FOS OBOP must be accompanied by indicators/evaluation criteria.
5. Formation and approval of the FOS OPOP profession/specialty
FES OPOP profession/specialty is formed on the key principles of assessment:
- validity (assessment objects must correspond to the stated learning objectives);
- reliability (use of uniform standards and criteria for assessing achievements);
- fairness (providing students with different levels of training with equal opportunities to succeed);
- timeliness (providing feedback);
- efficiency (compliance of performance results with the assigned tasks).
When forming the CBS, their compliance must be ensured:
- Federal State Educational Standard for NPO/SVE of the relevant profession/specialty;
- curriculum and OPOP of the relevant profession/specialty;
- work program UD and PM;
- educational technologies used in teaching UD and PM.
The purpose of each control task and tool determines its use to measure the level of students’ achievement of established learning outcomes on one topic (section) and/or a set of topics (sections), UD and PM as a whole.
Each assessment tool as part of the CBS must be accompanied by indicators and evaluation criteria.
The CBS must necessarily include the assessment tools specified in Section 2 of the UD/PM work program “Content and structure of the discipline/module”.
The development of other procedures, means of control and evaluation, their inclusion in the QOS is carried out by the decision of the teacher(s), leading(s) UD and PM.
KOS are developed for each UD and PM. The feasibility of developing a single set of UD or PM of the same name for various professions/specialties is determined by the decision of the methodological/subject cycle commission (hereinafter referred to as the MK/PCC), which ensures the teaching of UD/PM.
6. Approaches to the formation of CBS (assessment of development results) PM
The result of mastering the PM is the readiness to perform the corresponding type of activity and the PCs that support it, as well as the development of the OC provided for the BRI as a whole.
The final form of control in PM is a qualifying exam. Assessment of the mastery of PM involves demonstrating or confirming that the student is ready to perform the specified type of professional activity and that he has developed the competencies defined in the section “Requirements for the results of mastering the OPOP” of the Federal State Educational Standard for NPO/SVE. The result of the check is an unambiguous decision: “the type of professional activity has been mastered / has not been mastered.”
The final PM certification (exam (qualifying)) is ideally carried out as an external assessment procedure with the participation of representatives of the employer. In the future, it may be supplemented by a voluntary certification procedure (independent external assessment).
The condition for admission to the (qualifying) exam is the students’ successful mastery of all elements of the PM program: the theoretical part of the module (MDC) and practices. It is possible to conduct intermediate certification for individual elements of the PM program. In this case, the recommended form of certification for educational and/or production practice is a differentiated test (DZ), for the MDK - an exam (E) or a differentiated test (DZ).
The tasks of current and milestone control in PM (certification according to MDK and practice) are to assess the formation of elements of competencies (knowledge and skills), individual competencies with subsequent aggregation (combining individual data into a single indicator) of assessments.
The results of intermediate and final control on PM are the same, but not identical. Monitoring the development of the MDC and practical training is aimed at assessing the learning results. The subject of assessment activities here is an educational institution. Monitoring the development of PM as a whole is aimed at determining the level of qualifications. The subject of assessment activities is the employer. Different directions and different subjects of control require different verification tools.
7. Algorithm for developing KOS PM
It is advisable to begin the development of content with analysis, if necessary, adjustment and clarification.outcome assessment indicatorsgiven in section 5 of the module program.
During the analysis process, special attention must be paid to the correctness of the formulation of indicators. An indicator of mastering competence can be a product or process of practical activity. If the result indicator is a product of practical activity, then it is necessary to provide a link to the quality standard of this product (for example, GOST). If the indicator of the result is the process of practical activity, then the criterion will be the compliance of the learned activity algorithms with the given ones (regulations, time parameters, etc.). In this case, the evaluation criteria are based on step-by-step monitoring of the task completion process.
If there is no normative standard for a product or process (for example, GOST), you can use the qualitative characteristics of the product or process (correctness, accuracy, etc.), but in this case it is necessary to establish criteria for them. The assessment indicator can also be the student’s justification for his actions.
The performance indicators can be formulated as follows:
Evaluation of the product of activity | Assessment of the activity process |
CORRESPONDENCE | |
|
|
QUALITY CHARACTERISTICS | |
Assessment of the process and product of activity during observation (inspection):
Note . The word “correctness” can be used if the criteria for correctness are clear
| |
Assessing the student's justification for choosing a solution:
|
It is advisable to compile a list of indicators taking into account the skills and knowledge available in the BRI structure that correspond to this type of activity. It should be remembered that competence cannot be reduced to a separate skill or knowledge, which means that the indicators of its formation must be comprehensive.
The formulation of indicators should not:
- duplicate the formulation of the competency, for example:
- contain the words “skill”, “skill”, since skill and skill cannot be indicators of themselves, for example:
- use the words “knowledge”, “presentation”, since knowledge and presentation do not yet mean mastery of competence: you can know, but not be able to apply this knowledge in a non-learning, non-typical situation, for example:
OK is the result of mastering a holistic OPOP. When studying one or another PM and/or UD, general educational, communicative, organizational, and analytical skills are formed that ensure the development of OC, therefore, to determine the indicators for their assessment in the PM program it is necessary:
- Determine what contribution the study of PM makes to the formation of each OC, i.e. what general skills does it develop?(not only the content itself can and should be taught, but also the organization of training, the methods used, forms, atmosphere).
- Determine indicators for assessing OC, taking into account the specifics of the content of PM and the time of its study. For example:
OK | Main indicators of training results |
Organize your own activities, choose standard methods and methods of performing professional tasks, evaluate their effectiveness and quality | Rational planning and organization of activities for...(specify taking into account the specific content of the PM), Timely delivery of assignments, reports, etc. Compliance of the selected methods(marketing research) their goals and objectives The validity of goal setting, selection and application of methods and methods of implementation (training session (lesson)); |
The formulation of outcome assessment indicators is carried out taking into account the following rules:
Diagnosability;
Small numbers;
Predominant use of forms from verbal nouns (correspondence, execution, choice, organization, calculation...).
After clarification of indicators, developmenttypical tasks for the exam (qualification) by PM.
Tasks can be designed to test both PC and OK, as well as a comprehensive test of competencies. Before starting to create tasks, it is necessary to group the OC and PC so that the task simultaneously involves testing both groups of competencies. It is also advisable to highlight in the list of OKs those that can be verified only on the basis of a portfolio.
Typical tasks should be competency-oriented and comprehensive. It should be remembered that competence is manifested in the readiness to apply knowledge, skills and abilities in situations that are not identical to the topics in which they were formed. This means that assignments are aimed at solving professional, rather than educational, problems. The content of assignments should be as close as possible to situations of professional activity.
Types of control and assessment tasks for assessing the results of mastering PM
Type | Essence | Options, varieties | Examples |
|
"Project" | Manufacturing of the finished product | Practice-oriented project | Making a working model of the mechanism Development of a method for preventing the disease |
|
Creative project | Making an object of decorative and applied art |
|||
"Constructor" | Assembly (disassembly) of a whole from individual elements | Redundant Job A task with an insufficient set of elements A task to change the system by replacing part of the elements or their relative positions, relationships | Assembling the mechanism (including checking its functionality) |
|
"Study" | Identification of a problem, pattern, trend, which involves independent work with sources of information | Scientific research Technological research | Forecasting the development of the situation Diagnostics of technical equipment with identification of breakdown (defect) |
|
"Role" | Demonstration of professional activity in the role of a specialist | "Field" option Imitation game option | "Taking the test at the patient's bedside." Group simulation game, including the roles of all participants in the technological process. |
|
"Situation" | Formation of proposals within the framework of professional activities to resolve a certain problem situation | "Case Method" | Suggest the optimal way to resolve a pedagogical problem at school. |
The development of standard tasks should be accompanied by the establishment of criteria for their evaluation. A set of evaluation criteria can be formatted as an expert sheet.
The formulation of standard tasks should include requirements for the conditions for their implementation (place of execution - educational/industrial practice or the exam itself (qualification); time allotted for completing the task, the need to monitor the process of completing the task, sources that can be used, etc.). The choice of conditions also depends on what type of evidence that the result has been achieved by the student is considered reliable.
In the explanatory note (passport) of the CBS, it is necessary to indicate and justify the preferred form of the exam (qualification): completing a case assignment, defending a course project. The choice of a course project as a form of examination is possible in the case when its implementation is related to the targeted order of employers, is based on practical work experience, and reflects the level of mastery of the competencies assigned to the module. If with this option of conducting the exam there is a need for additional verification of the development of individual competencies, it is necessary to provide appropriate tasks.
Tasks for the exam (qualification) can be of 3 types:
Tasks aimed at testing the mastery of the activity as a whole;
Tasks testing the mastery of a group of competencies corresponding to a specific section of the module;
Assignments testing individual competencies within a professional module.
In the course of developing the content of standard tasks, the indicators for assessing the results of mastering PM are being clarified.
Development typical tasks for step-by-step verification of the MDC and the results of internshipis carried out taking into account the following provisions.
When drawing up tasks, it is necessary to keep in mind that information that is professionally significant for mastering a type of professional activity and aimed at developing the PC indicated in Table 3.1 is being assessed. PM programs, as well as OK.
Tasks to test the assimilation of the required amount of information should also be of a comprehensive, practice-oriented nature.
A credit for educational and (or) industrial practice can be awarded on the basis of the data of the certification sheet (characteristics of the student’s professional activity in practice) indicating the types of work performed by the student during the internship, their volume, quality of performance in accordance with the technology and (or) requirements of the organization where the practice took place.
Approximate list of assessment tools
No. | Name of the assessment tool | Brief description of the evaluation tool | Submission of the assessment tool to KOS |
Business and/or role-playing game | Joint activity of a group of students and a teacher under the direction of a teacher in order to solve educational and professionally oriented problems through game modeling of a real problem situation. Allows you to evaluate the ability to analyze and solve typical professional problems. | Description of the topic (problem), concept, role and expected result of the game |
|
Tasks for independent work | A means of testing the ability to apply acquired knowledge using a predetermined methodology to solve problems or assignments for a module or discipline as a whole. | Set of tasks |
|
Test | A means of monitoring the assimilation of educational material of a topic, section or sections of a discipline, organized as a training session in the form of an interview between a teacher and students. | Questions on topics/sections of the discipline |
|
Case assignments | A problem task in which the student is asked to comprehend a real professionally oriented situation necessary to solve a given problem. | Set of case studies |
|
Test | A tool for testing the ability to apply acquired knowledge to solve problems of a certain type on a topic or section | Set of control tasks for options |
|
Round table, discussion, controversy, dispute, debate | Assessment tools that allow students to be included in the process of discussing a controversial issue or problem and assess their ability to argue their own point of view. | List of discussion topics for holding a round table, discussion, controversy, disputation, debate |
|
Portfolio | A targeted selection of student works that reveals his individual educational achievements in one or more academic disciplines. | Portfolio structure |
|
Computer testing programs Electronic workshop Virtual labs | Tools that allow you to quickly obtain objective information about students’ mastery of controlled material, the ability to present this information in detail and in a personalized manner | List of computer tests, electronic workshops, virtual laboratory work |
|
Project | The final product obtained as a result of planning and executing a set of educational and research tasks. Allows you to evaluate the students’ ability to independently construct their knowledge in the process of solving practical problems and problems, navigate the information space and the level of formation of analytical, research skills, practical and creative thinking skills. Can be performed individually or by a group of students. | Topics for group and/or individual projects |
|
Workbook | A didactic complex designed for the student’s independent work and allowing him to assess the level of his assimilation of educational material. | Sample workbook |
|
Multi-level tasks and assignments | There are tasks and assignments: a) introductory, allowing to evaluate and diagnose knowledge of factual material (basic concepts, algorithms, facts) and the ability to correctly use special terms and concepts, recognition of objects of study within a certain section of the discipline; b) reproductive level, allowing to evaluate and diagnose the ability to synthesize, analyze, generalize factual and theoretical material with the formulation of specific conclusions, establishing cause-and-effect relationships; c) productive level, allowing to evaluate and diagnose skills, integrate knowledge of various fields, argue one’s own point of view, and perform problematic tasks. | A set of multi-level tasks and assignments |
|
Essay | The product of the student’s independent work, which is a brief written summary of the obtained results of a theoretical analysis of a certain scientific (educational and research) topic, where the author reveals the essence of the problem under study, gives various points of view, as well as his own views on it. | Abstract topics |
|
Message/Report | A product of a student’s independent work, which is a public speech presenting the results obtained in solving a specific educational, practical, educational, research or scientific topic | Topics of reports, messages |
|
Interview | A means of control, organized as a special conversation between a teacher and a student on topics related to the discipline being studied, and designed to determine the amount of knowledge of the student in a certain section, topic, problem, etc. | Questions on topics/sections of UD, PM |
|
Typical task | Standard tasks that allow you to test your ability to solve both educational and professional problems. The content of assignments should correspond as much as possible to the types of professional activities | Set of standard tasks |
|
Creative task | A partially regulated task that has a non-standard solution and allows you to diagnose skills, integrate knowledge of various fields, and argue your own point of view. Can be performed individually or by a group of students. | Topics for group and/or individual creative assignments |
|
Test | A system of standardized tasks that allows you to automate the procedure for measuring the level of knowledge and skills of a student. | Set of test tasks |
|
Training apparatus | A technical tool that can be used to control the professional skills and abilities acquired by a student in managing a specific material object. | A set of tasks for working on the simulator |
|
Essay | A tool that allows you to assess the student’s ability to express in writing the essence of the problem posed, independently analyze this problem using the concepts and analytical tools of the relevant discipline, and draw conclusions that generalize the author’s position on the problem posed. | Essay topic |
A set of control and evaluation tools for the academic discipline
______________________
(Name)
(code, name)
Developer(s): |
Explanatory note
A set of control and evaluation tools (hereinafter - KOS) for the discipline
(code, name of discipline)
designed for ongoing monitoring and intermediate certification of students.
________________________________________________________
* The name of the topic (section) or topics (sections) must correspond to the work program of the discipline.
Cover form for exam papers
tickets by UD/MDK
EXAMINATION TICKETS
Speciality (code, name):
Discipline/MDK:
Group: №____
Semester: №___
Teachers:
Considered at the meeting of the MK/PCC__________________________________________________________
Name
Chairman of the MK/PCC ____________/_________________________/
Signature Explanation of signature
Exam form
ticket according to UD/MDK
Discipline/MDK:
Speciality (code, name):
EXAMINATION TICKET No.____
1. Question (task No. 1)……………………………………………………….………...
2. Question (task No. 2)………………………………………….………………………...
3. * …………………………………………………………………………………………..
Signature Explanation of signature
* The practical task/task is included at the discretion of the teacher. It is reviewed and approved at the meeting of the MK/PCC. Attached to the set of exam papers are assessment criteria for the discipline developed by the teacher and approved at the meeting of the MK/PTSK.
Criteria for evaluation:
Exam list form
questions on UD/MDK
QUESTIONS FOR THE EXAM
in discipline/MDK “_______________________________________________________________”
specialty ______________________________________________, ____ course
- Question title
- Question title
- Title of the question it,d
Teacher ______________________ /_________________________/
Signature Explanation of signature
Considered at the meeting of the MK/PCC__________________________________________
Name
Protocol No. __ dated “___”_______ 20__
Chairman of the MK/PCC ____________ /____________________/
Signature Explanation of signature
"____"____20__
Completing the assignment for
business (role-playing) games
Business (role-playing) game
(name of the discipline)
1. Topic (problem) …………………………………………………………………….
……………………………………………………………………………………….…….…………………………………………………………………………………………….
2. Game concept …………………………………………………………………….
……………………………………………………………………………………….………………………………………………………………………………………………….
3. Roles:
- …………………………………………………………………………………..………;
- …………………………………………………………………………………………...
4. Expected result(s):………………………………………...…………….
…………………………………………………………………………………………….
- Criteria for evaluation:
Case assignment design
Case assignment
by discipline________________________________________________________
(name of the discipline)
Specialty (code, name):_____________________________________________
_____________________________________________________________________
Task(s):
3. ………………………………………………………
Criteria for evaluation:
Formulation of questions for
interviews, tests
Questions for interview, test
by discipline_________________________________________________________
(name of the discipline)
Specialty (code, name):_____________________________________________
_____________________________________________________________________
Chapter ……………………….…………………………………………………………….
1. . …………………………………………………………………………………...……..
2. ………………………………………………………………………………..………….
n ….………………………………………………………………………………..
Chapter ……………………….…..………………………………………………………...
1. …………………………………………………………………………………………...
2. …………………………………………………………………………………………...
n ……………….…………………………………………………………………………………………..
Criteria for evaluation:
Preparation of a set of assignments
for test work
A set of tasks for the test
by discipline ______________________________________________________
(name of the discipline)
Specialty (code, name):__________________________________________________________
____________________________________________________________________________________
Subject
Option 1
Subject ……………………………………………………………….………………………………………
Option 2 …………………………………………………………..…..…………………………………
Exercise 1 ……………………………………………………………...………………………………..…
Criteria for evaluation:
Making a list of topics
Course projects in UD/PM
Topics of course projects (works)
Specialty (code, name):____________________________________________________________
_____________________________________________________________________________________
Group: ___________
Form of study: (full-time, part-time)
p/p | FULL NAME. student | Topic of the course project (work) |
Criteria for evaluation:
Design of topics for a round table
List of discussion topics for the round table
(discussion, controversy, disputation, debate)
by discipline ____ ________________________________ ___________________
(name of the discipline)
Specialty (code, name):_____________________________________________
_____________________________________________________________________
1. ……………...……………………………………………………………………………..
2.……………………………………………………………………………………….…...
n. ……….…………………………..…………………………………………………….
Criteria for evaluation:
Registration of the task
for portfolio
by discipline _____ ____________________________________ _________________
(name of the discipline)
Specialty (code, name):_________________________________________
_____________________________________________________________________
1. Portfolio title __________________________________________________
2.Typeportfolio ___________________________________________________
(documents, works, reviews, mixed)
- Verifiable OK
OK, which are subject to verification | Indicators result evaluation |
|
|
4. Portfolio structure(invariant and variable parts):
5. Portfolio evaluation criteriaare contained in the methodological recommendations for compiling a portfolio.
Registration of group and/or
individual creative
assignments/projects
Topics of group and/or individual creative assignments/projects**
by discipline___________________________________________________________
(name of the discipline)
Specialty (code, name):_____________________________________________
_____________________________________________________________________
Group creative tasks (projects):
1. ……………………………………………………………………………………..……...
n …………………………………………………………………………………..…
Individual creative tasks (projects):
1. …………………………………………………………………………………………….
2. ………………………………………………………………………………………….…
n………………………………………………………………………………..……
Criteria for evaluation:
Set design
assignments by type of work
Set of tasks to complete
independent work, work on a simulator, stand
by discipline____ ____________________________________ ________________
(name of the discipline)
Specialty (code, name):_____________________________________________
_____________________________________________________________________
Task (task) 1. …………………………………………………………………………………………
Task (task) 2. ……………………………………………………….………………...
Task (task) n. …………………………………………………………………………………………
Criteria for evaluation:
Designing topics for essays
Essay Topics
(abstracts, reports, messages)
by discipline____________ ____________________________________ _________
(name of the discipline)
Specialty (code, name):_____________________________________________
_____________________________________________________________________
1. ………………………………………………………………………………………….....
2. …………………………………………………………………………………………….
3. ………………………………………………………………………………………...…..
… …………………………………………………………………………………………...
n. …………….………………………………………………………………………………………....
Criteria for evaluation:
A set of control and assessment tools for the professional module
_____________________________________________________________________
(Name)
specialties of secondary vocational education/professions of non-governmental education
________________________________________________________________________
(code, name)
Explanatory note
The result of mastering the professional module __________________________
(code, name)
________________________________________________________________________________________________________________________________________________ the student’s readiness to perform the type of professional activity________________________________________________________________________________________________________________________________________________________________________________________________ and its constituent professional competencies (PC), as well as general competencies (GC), formed in the process of mastering the OPOP as a whole.
The form of certification for the professional module is an exam (qualification). The result of the exam is an unambiguous decision: “type of professional activity mastered/not mastered.”
FOR SVE: indicate the preferred form of conducting the exam: completing case assignments, defending a course project (for technical specialties). In the case of an exam in the form of defending a course project, it may be necessary to additionally check the maturity of individual competencies. To do this, appropriate tasks should be provided.
The assessment tools used in WWTP are presented in the table.
Module element | Controlled competency code (or parts thereof) | Evaluation tool | ||
Current control | Interim certification | Final control |
||
MDK.01.01. | ||||
MDKn | ||||
UP | ||||
PP |
1. Assessment of the development of MDC__________________________________________
(code, name)
Samples of the design of assessment tools are presented in Appendix 2.
2. Evaluation of educational and (or) work experience
A differentiated credit for educational and (or) production practice is awarded on the basis of the data of the certification sheet (characteristics of the student’s professional activity during practice) indicating the types of work performed by the student, their volume, quality of performance in accordance with the technology and (or) requirements of the organization, in which the practice took place.
Form of certification sheet
Attestation sheet
(characteristics of the student’s professional activity during educational/industrial practice)
1. Full name of the student, group number, specialty/profession_____________________
2. Name, legal address of the place of practice (organization), __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Practice time ________________________________________________
4. Types and volume of work performed by the student during the internship:
____________________________________________________________________
________________________________________________________________________________________________________________________________________________
5. The quality of work performed in accordance with the technology and (or) requirements of the organization in which the internship took place
________________________________________________________________________________________________________________________________________________________________________________________________________________________
“___”___________20_______________ /_________________/
date
____________________________ / ________________________/
Signatures of the practice manager, representative of the organization
3. Structure of the CBS for the exam (qualifying)
Tasks for EK are generated in 3 ways:
1. Tasks aimed at testing the mastery of the type of activity (the entire module) as a whole.
2. Tasks testing the mastery of a group of competencies corresponding to a specific section of the module.
PC1. Determine goals, objectives and plan work with parents.
OK2. Organize your own activities, determine methods for solving professional problems, evaluate their effectiveness and quality.
OK4. Search, analyze and evaluate information necessary for setting and solving professional problems, professional and personal development.
Compliance of the prepared consultation plan with the required criteria.
Validity of the choice of type, methods and techniques of counseling.
The validity of the choice and optimality of the composition of sources necessary to solve the problem.
Rational distribution of time for all stages of problem solving
Coincidence of the results of self-analysis and expert analysis of the developed plan
- Task for the examinee. Option___________
Instructions
Read the assignment carefully. You can use(specify what) ______________________________________________________________________________________________________________________________________________________________________________________________________________________
The task completion time is _____________.
Exercise
Task text
- Examiner Pack
Conditions
The number of task options for the examinee is _______.
The task completion time is ______.
Equipment:________________________________________________________ ________________________________________________________________________________________________________________________________________________.
Literature for students:
Textbooks:
Teaching aids:at least 5 out of 10 indicated.
References:at least 5 out of 10 indicated.
Criteria for evaluation
Completing the task:
- accessing information sources during the task;
- rational distribution of time to complete a task
The following stages of completing the task are required: familiarization with the task and planning the work; receiving the information; product preparation; reflection on task completion and correction of the prepared product before delivery.
Prepared product/implemented process
Characteristics of the product/process (evaluation criteria: description of the quality standard; specified algorithm; stages of the task completion process, etc.) and mark of completion/failure. You can use one of the tables:
Portfolio protection(if enabledVETo)
1. Portfolio type ______________________________________________(portfolio of documents, portfolio of works, reflective portfolio, mixed type of portfolio)
2. Testable learning outcomes :__________________________________ ________________________________________________________________________
3. Evaluation criteria:
Portfolio assessment
1.3. Portfolio requirements
by discipline_____ ____________________________________ __________________
(name of the discipline)
Speciality(code, name):__________________________________________
______________________________________________________________________
1. Portfolio title ___________________________________________________
2. Typeportfolio _____________________________________________________
(portfolio of documents, works, reviews, mixed)
- Checkable PC OKs
OK and PC which are subject to verification | Indicators result evaluation |
OK2. Organize your own activities, determine methods for solving professional problems, evaluate their effectiveness and quality. OK4. Search, analyze and evaluate information necessary for setting and solving professional problems, professional and personal development. | The validity of the choice and optimality of the composition of sources necessary to solve the problem. Rational distribution of time for all stages of problem solving Coincidence of the results of self-analysis and expert analysis of the developed plan |
4. Portfolio structure (invariant and variable parts):
4.1. ………………………………………………………………………………………
4.2. ………………………………………………………………………………………
.………………………………………………………………………………………..…
4.n…….………………………………………………………………………………..…
5. Evaluation criteria
Codes of tested competencies | Result evaluation indicators | Grade (Not really) |
General competencies: | ||
Professional competencies: | ||
This assessment tool must be accompanied by developed methodological recommendations for its preparation and use.
Indicate the codes of the tested OCs, as well as, possibly, PCs, the verification of which is not provided directly during the examination (qualification) in PM.
This assessment tool must be accompanied by developed methodological recommendations for its preparation, use and evaluation.
Send your good work in the knowledge base is simple. Use the form below
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
Similar documents
Criteria for assessing students' knowledge and skills. Methods of control and self-control. Methods of acquiring knowledge, skills and abilities in accordance with the requirements of the programs. Rating and testing systems for assessing knowledge as a factor in increasing the effectiveness of training.
course work, added 02/28/2012
Approaches to the education quality assessment system. Assessment of the results of mastering the basic educational program of primary general education. Recommendations for organizing internal monitoring of the quality of education in an educational institution.
thesis, added 12/05/2014
Rating system for monitoring and assessing educational achievements in computer learning systems. Methodology for setting learning goals and selecting criteria for assessing its quality. System of rating control of skills and knowledge of students of agrolyceum No. 59.
course work, added 02/14/2007
Disclosure of an integrated approach to the control system in training and highlighting the fundamentals of the means of its implementation. Assessing students' knowledge and skills is an important part of the educational process, the correct implementation of which largely determines the success of learning.
course work, added 07/16/2008
Monitoring students' knowledge as the main element of assessing the quality of education. Characteristics of the rating system for assessing student knowledge. Varieties of rating scales, principles of constructing a rating system for assessing knowledge in the study of organic chemistry.
abstract, added 11/13/2011
Formation of aesthetic knowledge and skills as a pedagogical problem. Analysis of the content of labor training in the programs of secondary schools. Methodology and results of experimental work on the formation of aesthetic knowledge and skills in the classroom.
thesis, added 08/16/2011
Testing and assessing students' knowledge as an important structural component of the learning process. Consideration of history and evaluation system. Analysis of the goals of assessing students' knowledge and skills: taking into account the effectiveness of the learning process, determining the final results.
course work, added 02/09/2015
Theoretical aspects of monitoring students' acquisition of knowledge, skills and abilities in the Russian language in elementary school. Assessing the results of educational and cognitive activity of junior schoolchildren. Methods and forms of organizing control in Russian language lessons.
thesis, added 12/20/2005
To certify students for compliance of their personal achievements with the stage-by-stage requirements of the relevant educational program of higher professional education (current monitoring of progress and intermediate certification) are created assessment funds (AFF). The fund of assessment tools is an integral part of the normative and methodological support for the system for assessing the quality of students’ mastery of the HPE.
Under the fund of assessment funds is understood as a set of methodological and control-measuring materials intended for assessing competencies at different stages of training of students, including first-year students starting to master the general education program, as well as for certification tests of graduates for compliance (or non-compliance) of their level of training with the requirements of the relevant Federal State Educational Standard for Higher Professional Education completion of mastering the basic educational program in a certain direction or specialty. At the same time, it is recommended to ensure the development and use of assessment tools through reference qualimetric procedures that provide quantitative and qualitative assessments, their reliability and comparability in accordance with the developed scales of achievement levels.
Since qualimetric methods, as a rule, provide differentiated assessment in a wide range of areas of professional training and levels of their hierarchy, allow the repeated use of standardized assessment materials and the ability to make assessments regularly, it is important to take into account the standards of the assessment procedure:
1. The frequency of assessing the level of development of competencies from a student starting to master OOP to a graduate at each stage of training and upon completion of studying the OOP module.
2. Compliance with the sequence of assessment: the competency model should provide that the development of competencies proceeds in increasing levels, and assessment tools at each stage take into account this increase.
3. Multi-stage: assessment and self-assessment of the student, discussion of the results and a set of measures to eliminate deficiencies.
4. Uniformity of the technology used (filling out assessment sheets, interviews, determining areas of development) for all students, fulfilling the conditions for comparability of assessment results.
In accordance with the Federal State Educational Standard for Higher Professional Education, assessment tools include standard assignments, tests, tests and other assessment tools that allow you to assess knowledge, skills and the level of acquired competencies.
The implementation of the goals and objectives of competency-based educational programs of higher professional education, the result of which are the competencies of graduates, raises the problem of the stage-by-stage formation of competencies, and, consequently, the stage-by-stage assessment of the level of their formation among students at various stages of training. The first stage is the assessment of the general competencies of first-year students who are starting to master the HPE OOP, the so-called “input knowledge control”.
Assessing the level of mastery of competencies of applicants, students and graduates of universities requires the creation of a new innovative technology for a comprehensive assessment of the totality of existing knowledge, skills and abilities (KAS) and the social and personal characteristics that form their competencies. To assess learning outcomes for each discipline (module) it is necessary to develop assessment tools and evaluation criteria. It is fundamental to establish both a threshold (minimum acceptable) level of achievement and assessment criteria for the quality of academic performance above this threshold.
The fund of assessment funds for the HPE OOP (according to the HPE OEP module) is formed by the head of the HPE OOP for each area and profile of training. The development of a fund of assessment tools begins immediately after the definition of the goals of the higher education program and the competencies of graduates, the drawing up of a curriculum and the development of programs for the disciplines (modules) included in it. For each discipline (module) taught at the department, funds of evaluation tools are also created, which are included in the set of documents of the Higher Professional Education Programme.
When drawing up, agreeing and approving the fund of assessment funds, its compliance must be ensured:
Federal State Educational Standards and State Educational Standards of Higher Professional Education in the relevant area of training (specialty);
OOP HPE and curriculum of the area of training (specialty);
The work program of the discipline (module), implemented in accordance with the Federal State Educational Standard and State Educational Standard for Higher Professional Education.
Educational technologies used in teaching this discipline (module).
The feasibility of developing funds of assessment tools of the disciplines (modules) of the same name, profiled for various areas of training, is determined by the department providing the teaching of this discipline (module), in agreement with the head of the educational program in the area of training.
FOS must undergo examination by educational and methodological associations of universities (UMO) (or other university associations that are the main developers of the Federal State Educational Standard for Higher Professional Education); representatives of employers and professional communities, the Ministry of Education and Science. Funds must be complete and adequate reflections of the requirements of the Federal State Educational Standard for Higher Professional Education and Public Education, and provide a solution to the assessment problem of compliance of the graduate’s general and professional competencies with these requirements.
To increase the objectivity of assessing learning outcomes as a condition for realizing the goals of improving the learning process, one of the most important requirements is the systematic nature of assessment, its cyclical nature, involving all subjects of the educational process in creative activity. (See diagram)
INTERACTION SCHEME OF THE MAIN COMPONENTS OF COMPETENCE-BASED TRAINING
The valuation fund may consist of:
Test assignments for the discipline (module) in all sections (topics); (a set of test tasks in OOP disciplines can form an assessment fund for intermediate certification);
List of questions for the exam/test;
List of significant cases;
List of business games;
List of coursework topics;
List of topics for design work;
List of research topics;
List of topics for final qualifying works;
Comprehensive assessment tools.
The fund of assessment tools for each discipline and for OOP as a whole determines the organization and planning of the results of students’ independent work and assessment of the quality of mastering OOP.
To carry out control and assessment activities, it is necessary to develop assessment criteria (the degree of compliance with established requirements) and assessment technology (procedures). And to achieve the goals of objective assessment of students’ competencies, it is necessary to perform a number of actions, namely:
Dividing the studied content of a module/subject into thematic sections - module blocks, control of which is mandatory;
Establishment of unambiguous indicators and criteria for evaluating answers (criteria points, tables for converting points into grades, distribution of points according to levels of competence development - low, sufficient, average, advanced, high, etc.), by which one can judge the compliance or non-compliance of the studied characteristics of students with the requirements Federal State Educational Standard and OOP VPO;
Carrying out a statistical analysis of the results obtained using the evaluation tool to identify its qualimetric characteristics;
Certification of sets of evaluation tool options for each control and evaluation procedure of the control program and its inclusion in the bank of the university’s assessment tool fund.
The formation of a university’s assessment fund includes preliminary and main stages:
At the preliminary stage, requirements are identified, divided and ranked by importance;
The main focus is on the formation of the structure and content of assessment tools, checking their validity for the stated assessment purposes.
The structure of the fund of assessment funds may include:
1. A set of control and assessment materials (questionnaires, tests, cases, etc.) designed to assess the level of development of competencies at very specific stages of training (at the entrance of first-year students starting to master OEP, after the first year, at key stages of training in senior years, after internships, at the stage of preparation for defending a thesis, etc.).
2. Methodological materials that define the procedures for assessing competencies at all stages of testing (description of procedures for input control of the level of formation of general competencies of first-year students at the beginning of mastering OEP; materials for testing competencies at different stages of mastering OEP in areas of training). As well as instructions and software tools for processing results, statistical data analysis, graphical visualization and interpretation, formats for presenting them to users.
3. Program and schedule for conducting control and evaluation activities for the entire period of study.
4. Competency models and competency assessment programs in accordance with levels of training and specialty profile.
5. Qualification requirements for assessment organizers.
6. Technologies and methods for processing the results of competency assessment.
7. Sets of indicators, as well as criteria for assessing levels of competencies (the criterion for assessing compliance must be the same for all assessment participants) and assessment scales in accordance with control objectives.
8. Recommendations for interpreting assessment results and methodological materials defining the procedure for discussing results with students, recommendations for accumulating grades and their use in the student’s portfolio.
9. Training programs for appraisers and experts to conduct control and assessment procedures.
10. Bank of statistical information and programs for monitoring achievements.
11. Portfolio structure and accessibility of statistical information to users (interfaces by user categories: students, teachers, administration, employers, etc.).
12. Final exam programs for graduates in areas of training.
13. A set of tasks intended to be presented to the graduate during the exam and the criteria for their assessment.
14. Methodological materials defining the examination procedure.
15. For the final qualifying work, methodological materials defining the procedure and criteria for assessing the compliance of the graduate’s level of training with the requirements of the State Educational Standard of Higher Professional Education, based on the preparation, implementation and defense of the final qualifying work.
The methodological basis for the formation of a fund of appraisal funds is:
Structural matrices for the formation of general cultural and professional competencies of graduates of educational educational programs;
Structural matrices of assessment tools for conducting current, intermediate, milestone control and final assessment of graduates’ competencies in accordance with the university curriculum in the field of study;
Maximum approximation of the system for assessing and monitoring students’ competencies to the conditions of their future professional activities;
Participation in assessing the competencies of students by external experts (employers, graduate students, teachers teaching related disciplines);
- the use of group and mutual assessment methods (reviewing of each other’s work by students; students’ opposition of projects, diplomas, research papers, etc.; expert assessments by groups consisting of students, teachers and employers, etc.);
Use of traditional and innovative types and forms of control.
When creating an appraisal fund, a number of factors must be taken into account:
Didactic-dialectical relationship between educational results and competencies (differences between concepts: educational results are determined by the teacher, and competencies are acquired by students and are manifested only in the process of activity);
Competencies are formed and developed not only through mastering the content of educational programs, but also by the educational environment of the university itself and the educational technologies used, therefore these parameters must also undergo an assessment procedure;
When designing innovative assessment tools, it is necessary to provide for the assessment of the ability for creative activity, which contributes to the preparation of a student who is ready to solve new problems associated with the lack of specific specialized knowledge and the lack of generally accepted algorithms of professional behavior in quasi-professional activities;
When assessing the level of development of students’ competencies, conditions should be created for maximum approximation to future professional practice (in addition to teachers of a specific discipline, employers, graduate students of the university, teachers of related disciplines, etc. should be actively used as external experts);
In addition to individual assessments, group and peer assessments should be used: peer review of each other’s work by students; students’ opposition to projects, diplomas, research works, etc.; expert assessments by groups of students, teachers and employers, etc.;
Based on the results of the assessment, an analysis of achievements should be carried out, emphasizing both positive and negative individual and group results, indicating ways for their further development.
When forming funds of assessment funds, the following sequence of actions can be proposed:
1. A full set of requirements is established for freshmen studying at different stages of education and for graduates. (The requirements contained in specific Federal State Educational Standards for Higher Professional Education are supplemented by requirements arising from the stated goals and academic freedoms of the university).
2. A list of competencies being formed is created by level of education, starting with first-year students who are starting to master the general education program of higher professional education on the basis of a competency-based approach and up to university graduates.
3. A complete set of requirements for the system for assessing the competencies of students at each stage of control is being developed.
4. Competency models are developed for each stage of training, taking into account additional competencies determined by the specifics of the specialty or area of training.
5. A cumulative data collection system is created for each student for the entire period of study (student portfolio).
6. An array of basic educational modules (BUM) involved in the formation of specific competencies, or a number of basic modules related to different disciplines, but forming the same integral knowledge or skill of the student, is identified.
7. The structure and content of assessment tools are being formed for each stage of student learning, starting with the allocation of an array of training modules for monitoring. The most typical option, in our opinion, may be the presence of a number of basic modules related to different disciplines, but forming the same integral knowledge or skill of the student; each module may be sufficient for the formation of the corresponding competence, or it may only have the status of necessary, i.e. forming this competence only in conjunction with other modules. For each discipline (module), a question (task) is formulated, the results of which can be used to judge the degree to which the student has mastered the educational material and achieved a certain level of competence.
8. For each stage of control, a specification of the competencies being tested and the corresponding tasks or questions is created. The number of tasks and the time required for answers are determined. It is necessary to achieve high significance of each task and establish a procedure for the control and evaluation process. The significance of a task (question) can be determined by the extent to which this task allows one to make an integral decision on the compliance of the level of competence formation with the requirements of the educational program. (The procedure for establishing the significance (weight) of tasks is recommended to be carried out with the help of experts or automated based on statistical data from preliminary testing separately for each competency being assessed).
9. To assess each of the competencies declared for assessment, tasks are developed, based on the results of which one can judge the level of its development and the degree of mastery of the educational material of the module; It is possible to formulate tasks that simultaneously cover the material of several modules (interdisciplinary complex tasks), the solution of which requires mastering the content of the corresponding main modules.
10. A demo version of the control assessment material is developed according to the specification, the comments and suggestions of experts are taken into account, the timing and duration of the control and assessment process, organizational, educational, methodological, technical and ergonomic conditions for its implementation, and methods for processing the results are determined.
11. Development of parallel versions of this material (sets of tasks identical in content in each version and in the complexity of their solution with an equal or similar sum of weights of the tasks included in it), at least 5 options are recommended to ensure information security of assessment procedures.
12. Comparison of the structure and content of control assessment tools with the requirements for competency levels at this stage of student training.
13. “Keys” are being prepared - sets of correct answers to each task according to the options.
14. Criteria (criterion) and an assessment scale are established by which one can judge the compliance or non-compliance of the level of development of students’ competencies in accordance with the requirements of the Federal State Educational Standard for Higher Professional Education and Public Education.
15. Replication of the required number of versions of the assessment material is ensured.
16. Instructions are being developed for the implementation of the control and evaluation process for evaluators, which may include employees of the educational department, employees of the university center for assessing student achievements, the student’s supervisor of scientific work, dean’s office employees, etc. It is advisable to exclude subject teachers in the field of training.
17. The structure and form of the assessment sheet must be worked out and contain a field of requirements for the assessment procedure. The explanation must provide a criterion for assessing compliance with the requirements of the Federal State Educational Standard for Higher Professional Education.
In all cases, the basic principles used to develop and implement a competency assessment tool are:
– valid control measuring materials;
– correspondence of the content of materials to the level and stage of training;
– clearly formulated evaluation criteria;
– the most objective procedures and assessment methods;
– highly qualified appraisers;
Conclusion.
A modern system for monitoring knowledge and assessing competencies, contributing to the achievement of the requirements of the Federal State Educational Standard for Higher Professional Education and the effective development by students of the Higher Professional Educational Program, should be built as a comprehensive process of planning, organizing and conducting qualimetric control and evaluation procedures for a given set of assessed indicators and criteria. In the system of assessment tools focused on the competency-based approach, an important place should be occupied by the creation of an assessment model and comprehensive assessment tools, and a number of interrelated measures for organizing control and assessment activities are also necessary. To do this, the developed basic educational programs (BEP) within the framework of the Federal State Educational Standard for Higher Professional Education, work programs of disciplines (modules) and practices, curricula and other educational materials must be linked to models of training, formation and development of competencies, and their assessment; develop assessment tools, create assessment scales, prepare recommendations for interpreting the results; develop directions for corrective actions in training based on the results of control and measures to improve the assessment tools themselves.
ANNEX 1
As an example of the formation of a fund of assessment funds, we provide a sample of the Passport of the fund of assessment funds for a discipline (module) and an approximate List of assessment funds.
Passport of the fund of assessment funds for the discipline
_____________________
(name of the discipline)
*The name of the topic (section) or topics (sections) is taken from the work program of the discipline.
An example of a teacher registering a passport for an assessment fund