Conceptual Model of Evaluation of Competence of Students

Efremova, Nadezhda

doi:10.17513/snt.37607

Cited by 5 publications

(1 citation statement)

References 7 publications

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“…The problem lies in the fact that the results of competence-based learning differ significantly from traditional (cognitive) ones both in the technologies of their formation, and in the means and methods of assessment [13]. As a result of the formation of competencies, they have a very complex component composition (clusters, profiles, levels), are formed on an interdisciplinary basis, they are deeply latent in nature and are very difficult to manifest, therefore they are difficult to form, identify and evaluate.…”

Section: Problems Of Competence Learningmentioning

confidence: 99%

Psychological and pedagogical aspects of the development of engineering competencies of students

2021

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This article provides a brief analysis of the most demanded engineering competencies, it is shown that in the sum of educational results it is necessary to ensure a reasonable ratio of knowledge, competencies, and skills, since all of them to one degree or another ensure the success of engineering activities. The definitions of competencies and skills are given, the main problems of competence-based training are listed and possible ways to solve them are shown. The emphasis in the development of competencies is placed on the organization of project activities of students in groups. At the same time, it is important to ensure the planned student activity and the assessment of its individual types. An example of criteria for assessing various types of student activities in a situation of assessment is given, special attention is paid to operationalization and planning of assessment stages. An example of a level scale is shown, which allows using the aggregate of points for various types of activity to assess the level of competence formation based on the results of the task.

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Section: Problems Of Competence Learningmentioning

confidence: 99%

Psychological and pedagogical aspects of the development of engineering competencies of students

2021

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Assessment in education: Current trends, problems and contradictions (review of scientific publications)

2021

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Introduction. Modern views on the goals and content of education around the world are changing the viewpoints on educational assessment: the goals and functions of assessment are expanded, new assessment forms and tools are being introduced, the roles of students and teachers in assessment practice are revised. Global trends in educational assessment are reflected in national education systems, many of which have made the transition to criteria-based assessment. This process is accompanied by a rapid increase in the volume of scientific and methodological publications on this issue, reducing the ability of scientists and practising educators to comprehend the cumulative evidence in this area of research, which is important at the stage of reform. The solution to this problem can be facilitated by an analytical review of sources, representing a generalisation of international experience in the development of educational assessment.Aim. Based on the analysis of scientific publications, the current research is aimed to comprehend and generalise the current trends prevailing in the world theory and practice of assessment of student learning outcomes, to identify problems and contradictions as a potential basis for the occurrence of risks in assessment practices, to determine the current research directions towards the improvement of assessment in education.Methodology and research methods. The scientific papers of the last thirty years, revealing the issues of the education process assessment, have been used in the research. Sources were selected through the methods of descriptive and bibliometric analysis. The comparative and aspect-based analyses were employed in the research.Results. The wide range of assessment goals confirms the significance of the assessment as the education component; however, it results in some contradictions between the goals, which appear in estimated dichotomies: formative and summative assessment, norm-based and criteria-based assessment. Despite the contrapositive between the formative and summa-tive assessments, the analysis conducted shows the necessity of their integration. The variety of theoretical approaches to the interpretation of assessment forms, the ambiguous definition and use of terminology, the multiplicity of criteria-based assessment models, qualitatively different approaches to the development of criteria and the creation of assessment rubrics on their basis are sources of risks in the practice of educational assessment. In addition, an obstacle to ensuring effective assessment of students’ educational achievements is the insufficient level of competence of teachers as assessors, the unpreparedness of students themselves to take responsibility for the results of their learning.Scientific novelty. From a critical standpoint, the ideas are presented and the results of discussions on the problems of assessing the educational results of students in scientific sources are summarised. The analysis performed can serve as a basis for further research to build an ordered theoretical framework for assessment in education.Practical significance. An analysis of the pros and cons of international experience in the field of educational assessment can help scientists and practising teachers gain a more objective view of new approaches to the assessment of student learning outcomes, thereby contributing to the minimisation of the manifestation of possible risks in the development of assessment tools and procedures and their implementation in educational practice.

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Equity Strategies in the Design of Student Competency Assessment

Efremova

2023

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Введение. В статье представлено текущее положение рассматриваемой проблемы в работах отечественных и зарубежных авторов. Рассмотрены трудности оценивания компетенций как сложных, глубоко латентных и междисциплинарных по своей природе результатов обучения. Актуальность исследования обусловлена потребностью обеспечения надежности оценок. Новизна исследования заключается в представлении алгоритма разработки оценки компетенций на основе моделирования конструкта и условий для проявления компетенций в процессе деятельности студентов при выполнении комплексного задания. Цель. Системное представление современных подходов к аутентичному оцениванию компетенций с опорой на теорию и практику педагогических измерений, опыт конструирования и применение средств по моделям доказательной аргументации, обеспечивающих справедливость оценочного процесса и аутентичность результатов оценки. Материалы и методы. В качестве теоретических методов были использованы работа с источниками, сбор, обобщение, структурирование и анализ информации о существующих подходах к оцениванию компетенций обучающихся в России и за рубежом. В практической части был использован опыт организации и проведения различных форм оценки результатов обучения в условиях компетентностного обучения студентов. Теоретическое обоснование. Предложены современные подходы и механизмы проектирования оценочных средств по моделям аргументированного доказательства результатов оценки с опорой на теорию и практику педагогических измерений. Созданы расширенные паттерн-дизайны для преподавателей разработчиков средств и процедур оценки, обеспечивающее аутентичность результатов за счет анализа и интерпретации данных с учетом контекстной информации о деятельности испытуемых в ситуации оценки. Обсуждение и заключение. Проанализирована взаимосвязь проблематики оценивания компетенций с их сложностью и междисциплинарностью, предложено в процессе разработки оценочного инструментария обращение к моделям С. Тулмина и Р. Мислеви. Показаны тенденции развития контрольно-оценочной деятельности для диагностики качества обучения.

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Conceptual Model of Evaluation of Competence of Students

Cited by 5 publications

References 7 publications

Psychological and pedagogical aspects of the development of engineering competencies of students

Psychological and pedagogical aspects of the development of engineering competencies of students

Assessment in education: Current trends, problems and contradictions (review of scientific publications)

Equity Strategies in the Design of Student Competency Assessment

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