Educational competence A set of interrelated semantic orientations, knowledge, abilities, skills and experience of a student’s activities in relation to a certain range of objects of reality necessary for the implementation of personally and socially significant productive activities
Competence possession, the student’s possession of the corresponding competence, including his personal attitude towards it and the subject of activity; the already established personal quality (set of qualities) of the student and minimal experience in a given field.
Hierarchy of competencies: Key competencies – relate to the general (meta-subject) content of education; General subject competencies – relate to a certain range of academic subjects and educational areas; Subject competencies are private in relation to the two previous levels of competency, having a specific description and the possibility of formation within educational subjects
The meaning of cultural tradition: Reflects the value attitudes that have developed in society at a certain stage of its development, which have passed in society at a certain stage of its development, which have undergone practical testing, which guarantees the separation of utopian projects from those being implemented. Forms the spiritual sphere in which the functioning of social processes, including pedagogical ones, takes place. By defining the program of activity, communication, and behavior of subjects of a particular historical era, it determines the general orientation of pedagogical stereotypes.
A specific mechanism that largely sets the general direction of social development. After all, it is on the potentialities and prerequisites created by cultural tradition that creative innovations are based, thanks to which the corresponding, outdated stereotypes of human activity are overcome and society develops” E.S. Markaryan
Features of pedagogical innovations: The subject of pedagogical innovation is a personality, unique, developing, with specific characteristics; Dependence on objective conditions in the form of social order or demand by society; Psychological readiness of a teacher to accept and implement pedagogical innovations.
Principles for the effective selection and use of technologies in the educational process: It is not information technology itself that is important, but the extent to which its use serves the achievement of educational goals; More expensive and more advanced technologies do not necessarily provide the best educational results. Very often, fairly familiar and inexpensive technologies turn out to be the most effective;
Principles for the effective selection and use of technologies in the educational process: The learning outcome significantly depends not on the type of communication and information technologies, but on the quality of the development and delivery of developed programs, courses, and methods; When choosing technologies, it is necessary to take into account the greatest correspondence of some technologies to the characteristic features of students and the specific features of specific subject areas.
Generalized pedagogical technologies: Problem-based learning: consistent and purposeful presentation of cognitive tasks to students, by solving which they actively acquire knowledge. Developmental education: orientation of the educational process towards human potential and their implementation
Generalized pedagogical technologies: Differentiated learning: mastering program material in various planned classes, but below the mandatory standard; Concentrated learning: in-depth study of subjects by combining knowledge into learning units;
Generalized pedagogical technologies: Modular training: independent work of students with an individual curriculum; Didactic game: independent cognitive activity aimed at searching, processing, assimilation of educational information;
Generalized pedagogical technologies: Active (contextual) learning: modeling the subject and social content of future activities (including professional); Teaching to develop critical thinking: Developing critical thinking through interactive inclusion of students in the educational process.
Basic model of a specialist teacher-technologist: Knowledge of the basics of NOT and skills as role characteristics of a teacher’s personality. Personal work organization skills (OLT). Organizational abilities (OS) as part of pedagogical abilities, organization of collective work. Social attitudes and intellectual properties of the organizer as part of the personal assessment of the teacher.
Basic model of a specialist teacher-technologist: Knowledge of the theory and history of the development of educational technologies (PT). Knowledge and skills in the section “Methods for intensifying the learning process.” Pedagogical qualimetry (business games, testing, pedagogical standards). Knowledge and skills in the section “New information technologies for education”.
MINISTRY OF EDUCATION AND SCIENCE OF RUSSIA
federal state budgetary educational institution
higher professional education
"Volga Region State Social and Humanitarian Academy"
History department
Department of Pedagogy, Psychology, History Teaching Methods
Course work
Psychological and pedagogical approaches to assessing the results of competency-based education
Completed:
3rd year full-time student
Budylev S.M.
Scientific adviser:
Candidate of Pedagogical Sciences, Associate Professor O.A. Smagina
Samara 2013
Introduction
Chapter I. Theoretical foundations for assessing learning outcomes in competency-based education
1 Concepts and essence of assessing learning outcomes in competency-based education
2 Features of competency-based education
Conclusions on Chapter I
Chapter II. Ways and means of assessing learning outcomes in competency-based education
1 Features of the psychological and pedagogical approach to assessing learning outcomes
2 Ways and means of implementing competency-based education
Conclusions on Chapter II
Conclusion
Bibliography
Introduction
The purpose of this work is to justify ways of implementing assessment of learning outcomes of competency-based education.
The relevance of this work lies in the fact that competency-based education comes first in the educational process. Therefore, all the advantages and disadvantages of the competency-based approach should be assessed. There is a need for new data, since there is no clear formulation of how to move from one education model to another.
The research problem is how a competency-based approach affects the quality of education.
The object of the study is the assessment of the learning outcome. And the subject of the work is competency-oriented education as a condition for achieving the goal of modern education.
The research hypothesis is that the implementation of competency-based education will be effective if:
comprehend the theoretical foundations of the competency-oriented approach;
identify the concepts and essence of quality of education;
To characterize the means of implementing competency-based education in the educational process.
Main objectives of the study:
Study the theoretical foundations of competency-based education;
Define the concepts and essence of quality of education;
Analyze the ways and means of implementing competency-based education in a modern school.
Theoretical and practical significance: in modern society it becomes important to put into practice the acquired knowledge at school. It should be taught in such a way that a person can relearn throughout his life. With the help of competency-oriented education, knowledge becomes the cognitive basis of human competence.
Research methods:
Study of the conceptual and theoretical basis;
Study and generalization of advanced pedagogical experience.
Main literature:
· G.B. Golub, E.A. Perelygina, O.V. Churakova. The project method is a technology of competency-based education. Samara: 2006.
This manual examines the methodological and didactic aspects of competency-based education.
· E.A. Samoilov. Competency-based education: socio-economic, philosophical and psychological foundations. Monograph. Samara: 2006.
The monograph analyzes the socio-economic, philosophical and psychological foundations of competency-based education in society.
· Zimnyaya I.A., Competence-based approach: what is its place in the system of modern approaches to the problem of education? (theoretical and methodological aspect)//Higher education today. 2006.№8., pp. 20-26.
The article discusses the place of competency-based education in the modern educational process.
· I.I. Menyaeva. Competency-based education is a priority area of school innovation. Samara: Fort, 2008
“A student stuffed with knowledge but unable to apply it in practice resembles a stuffed fish that cannot swim” Academician A.L. Mints.
· Modernization of educational systems: from strategy to implementation: Collection of scientific papers / Scientific. ed. V.N.Efimov, under the general direction ed. T.G.Novikova. - M.: APK and PRO, 2004. - 192 p.
The paper analyzes ways to implement competency-based education in the educational process.
· Zolotareva, A.V. Monitoring the performance of an educational institution. - Yaroslavl, Publishing House YAGPU im. K.D. Ushinsky, 2006.
This paper examines monitoring as an assessment of the results of students’ activities.
Chapter I. Theoretical foundations for assessing learning outcomes in competency-based education
1.1 Concepts and essence of assessing learning outcomes in competency-based education
Due to the fact that in September 2003 Russia joined the Bologna Declaration, the direction of the domestic education system has changed. A course was taken to modernize this important system for society. Throughout most of the Soviet period of Russian education, its competency-based program was based on the so-called principle of “knowledge, abilities, skills” and included theoretical justification, definition of nomenclature, hierarchy of knowledge, abilities and skills, methods of their formation, control and evaluation.
However, the changes taking place in the world and Russia in the field of educational goals, correlated, in particular, with the global task of ensuring a person’s entry into the social world, his productive adaptation in this world, raise the need to raise the issue of providing education with a more complete, personally and socially integrated result. The concept of “competence and competency” was used as a general definition of such an integral social-personal-behavioral phenomenon as a result of education in the totality of motivational, value-based, cognitive components.
Practice has proven that modern education can no longer function successfully in the previous content, organizational and, more broadly, pedagogical forms. This means that a new school and educational system necessarily require the use of other methods of management, which involves rethinking the basic conditions for organizing school life: reformulating goals, objectives, means, methods of assessment and communication3 .
Questions about how to assess the level of student achievement and what can be assessed are among the “eternal” questions of pedagogy. The reforms that began in our country in the late 80s. The twentieth century were associated, according to G. Kovaleva, with the “humanization of school spaces,” that is, the work of “humanizing the expert’s views,” humanizing the standard created by him and residing in the “teacher’s head,” as well as with the objectification of assessment.
The need for an objective assessment of the results of human activity has always been and remains one of the most significant in any field of human activity. And the more versatile and multifaceted this activity is, the more difficult it is to evaluate its results.
Objective assessment of students' achievement level is intended for:
obtaining objective information about the results of educational activities achieved by students and the degree of their compliance with the requirements of educational standards;
identifying positive and negative trends in the teacher’s activities;
establishing the reasons for the increase or decrease in the level of student achievements for the purpose of subsequent correction of the educational process.
The document “Strategy for modernizing the structure and content of general education” emphasizes that the current system for assessing the quality of educational achievements of students in general education schools is difficult to compatible with the requirements of modernization of education. The most serious disadvantages include:
the focus of assessment solely on external control, accompanied by pedagogical and administrative sanctions, and not on supporting motivation aimed at improving educational results;
the predominant orientation of control and evaluation tools to check the reproductive level of assimilation, to check only factual and algorithmic knowledge and skills.
The planned changes in the general secondary education system cannot be achieved without a significant transformation of the system for assessing the quality of students' educational achievements and the quality of education in general.
It is difficult to disagree with the opinion of T.G. Novikova and A.S. Prutchenkov that in the process of modernizing the control system, it is advisable to preserve and disseminate all the positive things that have been accumulated in a number of schools in the country in recent years (the introduction of monitoring of educational achievements within the framework of level differentiation in education; the use of various forms of control during the final certification of students, the introduction computer testing, etc.), and change what hinders the development of the education system (subjectivism of assessments, primary focus on checking factual material, insufficient use of control tools that form the interest of each student in the results of their cognitive activity, incomparability of control results across schools, insufficient preparedness teachers and school administrators to use modern means of measuring the level of educational achievements, etc.).
Studies of a number of works by scientists allow us to conclude that one of the reasons for students’ lagging behind in their studies is the poorly developed ability to critically evaluate the results of their educational activities. Currently, the need to find effective ways to organize the assessment activities of teachers and students has become quite clear4 .
The main conditions for modernizing the system of monitoring and assessing educational achievements, outlined in the Concept of modernization of Russian education until 2010, were:
openness of requirements for the level of training of students and control procedures for all participants in the educational process: students, parents, teachers, specialists, the general public;
creation of a system for assessing the achievement of the requirements of educational standards in the process of current and final control, adequate to new educational goals and aimed at improving the education system; standardization and objectification of assessment of the quality of training of school graduates using an external control system;
introduction, in addition to the traditional ones, of new types, forms, methods and means of assessing the dynamics of students’ progress in the educational process, helping to increase motivation and interest in learning, as well as taking into account the individual characteristics of students.
The results of the international PISA study showed the need to change not only the system for assessing student educational achievements. The student’s ability to solve problems that school life poses must also be assessed.
It is important to reorient control to assess the ability to apply the knowledge and skills acquired during the learning process in various life situations.
It is necessary that the modernized system operate in a “mode of constant correction and renewal, taking into account, on the one hand, real pedagogical practice, and on the other, the needs of social development.”
Often in psychological and especially pedagogical literature the concepts of “assessment” and “mark” are identified. However, the distinction between these concepts is extremely important for a deeper understanding of the psychological, pedagogical, didactic and educational aspects of the assessment activities of teachers.
First of all, assessment is a process, activity (or action) of assessment carried out by a person. All our indicative and, in general, any activity in general depends on the assessment. The accuracy and completeness of the assessment determine the rationality of movement towards the goal.
The functions of assessment, as is known, are not limited only to ascertaining the level of training. Assessment is one of the effective means at the teacher’s disposal to stimulate learning, positive motivation, and influence on the individual. It is under the influence of objective assessment that schoolchildren develop adequate self-esteem and a critical attitude towards their successes. Therefore, the importance of assessment and the variety of its functions require a search for indicators that would reflect all aspects of schoolchildren’s educational activities and ensure their identification. From this point of view, the current system of assessing knowledge and skills requires revision in order to increase its diagnostic significance and objectivity. A mark (score) is the result of the assessment process, activity or assessment action, their conditionally formal reflection. From a psychological point of view, identifying an assessment and a mark will be tantamount to identifying the process of solving a problem with its result. Based on the assessment, a mark may appear as its formal logical result. But, in addition, a mark is a pedagogical stimulus that combines the properties of encouragement and punishment: a good mark is encouragement, and a bad mark is punishment.
The current knowledge of schoolchildren and the knowledge and skills they have demonstrated are usually assessed. Knowledge, abilities and skills must be assessed, first of all, in order to outline ways for both the teacher and the student to improve, deepen, and clarify them. It is important that a student’s assessment reflects the prospects for working with this student and for the teacher, which is not always realized by the teachers themselves, who consider the mark only as an assessment of the student’s performance. In many countries, student grades as a basis for assessing the performance of education are one of the most important parameters of the quality of education6 .
In contrast to the formal - in the form of a point - nature of the mark, the assessment can be given in the form of detailed verbal judgments that explain to the student the meaning of the "collapsed" mark - the mark - that is then given.
Researchers have found that a teacher's assessment leads to a favorable educational effect only when the student internally agrees with it. For well-performing schoolchildren, there is a coincidence between their own assessment and the assessment given by the teacher in 46% of cases. And for low achievers - in 11% of cases. According to other researchers, the coincidence between the teacher’s assessment and the student’s own assessment occurs in 50% of cases. It is clear that the educational effect of assessment will be much greater if students understand the requirements placed on them by teachers7 .
The results of monitoring the educational and cognitive activity of students are expressed in its assessment. To evaluate means to determine the level, degree or quality of something.
Grade- qualitative indicator (for example, “You are great!”).
Mark- quantitative indicator (five or ten point scale, percentages).
Stages of development of a five-point rating scale:
) May 1918 - resolution of A.V. Lunacharsky “On the abolition of marks”;
) September 1935 - five verbal (verbal) assessments were introduced: “very bad”, “bad”, “mediocre”, “good”, “excellent”;
) January 1944 - return to the digital “five-point” system for assessing academic performance.
1.2 Features of competency-based education
The meaning of competency-based education is the dialectical synthesis of academic and pragmatic education, the enrichment of the subject’s personal experience in the construction of an educational environment that promotes the optimal development of the student’s individuality and uniqueness, taking into account universal human values. The thesis “there are no irreplaceable people” is becoming a thing of the past. Society and culture are enriched and developed thanks to the uniqueness of their representatives7 .
In accordance with the Strategy for the modernization of the Russian system of general secondary education, the teacher is called upon to ensure the integration and continuity of the processes of formation of a complex of universal knowledge, abilities, skills and the formation of key competencies.
Important components of a teacher’s readiness for competency-based education of schoolchildren are:
the teacher’s awareness of the objective need for changes in the educational system and his active position on the problem under consideration;
understanding the essence of the terms “competence”, “competency” and “competency-oriented education”;
the ability to solve open problems (that is, problems without a clearly stated condition, without a solution algorithm known in advance, with multiple answers);
mastery of methods and algorithms for designing a modern educational process to optimize its elements.
Great importance is attached to activity-based teaching methods and technologies, since the essence of the concepts discussed is related specifically to the activities of participants in the educational process8 .
The competency-based approach to determining the goals and content of general education is not completely new, much less alien to the Russian school. The focus on mastering skills, methods of activity and, moreover, generalized methods of action was leading in the works of such domestic teachers and psychologists as M.N. Skatkin, IA. Lerner, V.V. Kraevsky, g.p. Shchedrovitsky, V.V. Davydov and their followers. In this vein, separate educational technologies and educational materials were developed. However, this orientation was not decisive; it was practically not used in the construction of standard curricula, standards, and assessment procedures.
Competency-oriented education is a process aimed at developing in a subject, in the course of activity, mainly of a creative nature, the ability to connect methods of activity with an educational or life situation in order to solve it, as well as acquire an effective solution to significant practice-oriented problems9 .
In competency-based education, we can talk about the pedagogy of opportunities; the motivation for competence is based on the motivation of compliance and orientation towards long-term goals of personal development.
Competency-oriented education speaks specifically about regulating the result, as required by the letter and spirit of the law.
Competency-oriented education requires the addition of internal teacher control with self-control and self-assessment, the importance of external expert assessment of alienated products of educational activity, considers rating, cumulative assessment systems, and the creation of a portfolio (portfolio of achievements) as a tool for the student to present himself and his achievements outside of school as more adequate.
Competency-based education speaks of the multiplicity of levels in the possible field of student achievement.
In the competency-based approach, the teacher does not claim to have a monopoly of knowledge; he takes the position of an organizer and consultant.
In the competency-based approach, the student is responsible for his own advancement, he is the subject of his own development, and in the learning process he takes different positions within pedagogical interaction.
In competency-based education, the lesson is retained as one of the possible forms of organizing training, but the emphasis is on expanding the use of other, non-classroom forms of organizing classes - a session, a group on a project, independent work in a library or computer class, etc.
The main unit of organizing material for classes can be not only a lesson, but also a module (case). Therefore, educational books within the framework of the new approach have a different structure from the traditional one - these are materials for organizing classes in a fairly short time (from 10 to 70 hours), the structure of which is designated not as lessons, but as blocks (modules).
The methods closest to competency-based education are the experience of organizing a research model of classes, a problem-solving approach, and situational pedagogy.
The central point of modernizing education based on the idea of a competency-based approach is changing teaching methods, which consists of introducing and testing forms of work based on the responsibility and initiative of the students themselves.
Another topic arises for further innovative search - how should the assessment system in school change?
The competency-based approach will allow us to evaluate the real, rather than abstract, product produced by the student. That is, the system for assessing the level of student achievement must undergo changes first of all. We will accept not only educational ones. The student’s ability to solve problems that school life poses must be assessed. The educational process must be transformed in such a way that “spaces of real action” appear in it, a kind of “initiative”, to use conventional language, “student production”, the products of which (including intellectual ones) are carried out not only for the teacher, but also for to compete successfully and get the desired rating in the internal (school) and external (public) markets.
Innovative approaches to learning are divided into two main types, which correspond to the reproductive and problem orientation of the educational process.
Innovations in the modernization of the educational process, aimed at achieving guaranteed results within the framework of its traditional reproductive orientation. Innovation-transformations that transform the traditional educational process, aimed at ensuring its research nature, organizing search educational and cognitive activities.
Conclusions on Chapter I
The topic of competency-based education is fundamentally important because it concentrates the ideas of an emerging new educational system, which is often called anthropological, since the shift vector is directed towards the humanization of social practice.
The actualization of competency-based education in recent decades is due to a number of factors. The transition from industrial to post-industrial society is associated with an increase in the level of environmental uncertainty, an increase in the dynamism of processes, and a manifold increase in the information flow. Market mechanisms in society have become more active, role mobility has increased, new professions have appeared, changes have occurred in previous professions, because the requirements for them have changed - they have become more integrated, less special. All these changes dictate the need to form an individual who can live in conditions of uncertainty.
A complex of methods of activity acquired in different subject areas at different age stages should ultimately lead to the formation in a child of generalized methods of activity upon leaving basic school, applicable in any activity regardless of the subject area. These generalized modes of activity can be called competencies.
Another aspect of this education concerns the adequacy of the content of education to modern trends in the development of economics, science, and social life. The fact is that a whole range of school skills and knowledge no longer belong to any professional occupation.
In the competency-based approach, the list of required competencies is determined in accordance with the requests of employers, requirements from the academic community and broad public discussion based on serious sociological research. Mastery of various types of competencies becomes the main goal and results of the learning process. Competencies and a competency-based approach occupy a central place in the education quality management system.
The basic competence of a teacher lies in the ability to create and organize an educational and developmental environment in which it becomes possible for a child to achieve educational results, formulated as key competencies.
For a school in a post-industrial society, it is no longer enough to provide graduates with knowledge for decades to come. In the labor market and from the point of view of life prospects, the ability and willingness to learn and relearn throughout one’s life are becoming more in demand. And for this, apparently, we need to learn differently, in other ways.
So, the new quality of education is associated, first of all, with a change in the nature of the relationship between school, family, society, state, teacher and student. That is, updating the educational process is a meaningful resource for reorienting the school to work in the logic of a different approach to assessing the success of education.
Chapter II. Ways and means of assessing learning outcomes in competency-based education
2.1 Features of the psychological and pedagogical approach to assessing learning outcomes
Adaptability of the education system requires determining the compliance of the activities of a particular pedagogical system with the capabilities and educational needs of a particular student. Learning in the conditions of competency-oriented education becomes predominantly an active independent activity, managed through the use of control and diagnostics10 .
Control and diagnostic tools are changing in the new conditions. A marking system that measures only a single specific result is no longer enough. To track the process of achieving educational goals, tools are needed that make it possible to trace and evaluate the dynamics of the process of achieving goals. Thus, there is a need to introduce a cumulative assessment system, which includes monitoring, rating assessment, and portfolio, which are well-known in the domestic education system. Cumulative assessment also includes interviews used for assessment, business games, self-assessment diaries, the method of concluding an agreement and other methods used in Western didactics.
Cumulative assessments allow students to develop a positive attitude towards learning, as they give them the opportunity to demonstrate how much they know and can do, rather than their shortcomings, which is typical for traditional assessment methods. They make the learning process more effective, especially with properly organized and constructive feedback. New assessment methods, such as simulation, practice, role-playing games, allow the student to understand how to apply acquired skills and abilities inside and outside the educational environment. It becomes possible to assess a more diverse range of student skills in more situations. At the same time, not only teachers, but also parents, and, most importantly, the student himself can evaluate11 .
The main characteristics of effective evaluation are that it focuses on the process and on the product. It is not only what the student is taught that is assessed, but also what is expected of him. Both teachers and students are actively involved in the assessment process. Assessment is based on diverse and variable means; assessment takes place at all stages and levels of learning and provides assessment participants with the necessary information to improve the learning process through feedback. Cumulative assessment, when used correctly, fulfills all these requirements.
Learning results in competency-based education can be assessed using control as monitoring. Pedagogical monitoring is a form of organization, collection, processing, storage and dissemination of information about the activities of the teaching staff, which allows you to continuously monitor the state and predict its activities.
The monitoring process reveals trends in the development of the education system, correlated over time, as well as the consequences of decisions made. As part of monitoring, the identification and evaluation of completed pedagogical actions is carried out. At the same time, feedback is provided informing about the compliance of the actual results of the pedagogical system with its ultimate goals.
Monitoring affects various aspects of the life of an educational institution:
analysis of the feasibility of setting goals for the educational process, plans for educational and educational work;
working with personnel and creating conditions for the creative work of teachers;
organization of the educational process;
a combination of control and practical assistance.
The main difference between monitoring the quality of training and control is, first of all, that the task of monitoring is to establish the reasons and magnitude of the discrepancy between the result and the goals. In addition, monitoring is characterized by systematicity and duration, criteria and indicators used.
The main monitoring functions include:
diagnostic - scanning the state of the education system and the changes occurring in it, which allows us to assess these phenomena;
expert - within the framework of monitoring, it is possible to carry out an examination of the state, concept, forms and methods of development of the education system, its components and subsystems;
informational - monitoring is a way to regularly obtain comparable information about the state and development of the system, necessary for the analysis and forecast of the state and development of the system;
integrative - monitoring is one of the system-forming factors that provide a comprehensive description of processes.
The general features of the activity are identified:
monitoring objects are dynamic, subject to external influences that can cause various changes in the state of the object;
implementation of monitoring involves organizing constant monitoring of the object, studying and assessing its condition;
the organization of tracking involves the selection of reasonable criteria and indicators by which the parameters of the object are measured and described;
Each specific monitoring system is focused on a specific consumer, which can be either an individual institution or the state as a whole.
The main types of monitoring can be distinguished by content:
didactic monitoring, the subject of which is new developments in the educational process (gaining knowledge, skills, abilities, compliance of their level with the requirements of the State Standards, etc.);
educational monitoring, which takes into account changes in the creation of conditions for the education and self-education of students, the “increment” of their educational level;
socio-psychological, showing the level of socio-psychological adaptation of the student’s personality;
management activities, showing changes in various management subsystems.
By the nature of the methods and techniques used - statistical and non-statistical monitoring.
By direction:
process monitoring - presents a picture of the factors influencing the implementation of the final goal;
monitoring the conditions for organizing activities - identifies deviations from the planned norm of activity, the level of rationality of activity, and the necessary resources;
monitoring results - finds out what was done from the plan, what results were achieved.
When organizing monitoring, it is important to perform the following tasks:
Determine quality criteria for monitoring implementation, develop a set of indicators that provide a holistic view of the state of the system, qualitative and quantitative changes in it.
Select diagnostic tools.
Establish the level of compliance of the real state of the object with the expected results.
Systematize information about the state and development of the system.
Ensure regular and clear presentation of information about ongoing processes.
Organize information support for analysis and forecasting of the state and development of the education system, development of management decisions.
Information collected during the monitoring process must meet the requirements of objectivity, accuracy, completeness and sufficiency.
Traditional monitoring in the form of tests, exams, and inspections is not effective enough. First of all, because:
monitoring of the state of learning is irregular, episodic, the dynamics of changes are not revealed;
while controlling the results of training, they ignore the learning process itself;
Quite subjective point marks and integral assessments of the performance of test tasks as a whole are used, which does not make it possible to find out which specific content elements and to what extent have not been mastered;
Essentially, diagnostic techniques are not used to reveal the causes of certain students’ mistakes, shortcomings in the teacher’s work, or to identify factors influencing academic performance.
To carry out monitoring, general methods of psychological and pedagogical research can be used - observation, survey, questioning, testing, experiment. Specific methods are also used - analysis of activity products (for example, documents), methods for studying the state of educational work, game methods, creative reports, methods of expert assessments, analytical and evaluation methods (self-assessment, lesson analysis, scaling, etc.). To process monitoring results, mathematical and statistical methods are used.
Monitoring is carried out in the following stages:
Preparatory stage:
formation of an order for monitoring,
selection of the monitoring object,
methodological support for monitoring,
definition of criteria and indicators,
creation of a working project or program,
briefing or training of personnel conducting monitoring.
Monitoring stage:
Carrying out system diagnostics using selected methods in accordance with the work program,
collection and analysis, storage of results.
Data processing and decision making stage:
data processing, including mathematical and statistical,
analysis, synthesis and systematization of the data obtained,
preparation of the final document,
making decisions,
a set of measures to enhance the use of data, including information support for monitoring12 .
Control in a broad sense is checking something, providing feedback. Monitoring students' learning activities provides information about the results of their learning activities, promotes the establishment of external feedback (control performed by the teacher) and internal feedback (student self-control).
2.2 Ways and means of implementing competency-based education
pedagogical monitoring competency-based education
Competency-based education, as opposed to the concept of “mastering knowledge” (and in fact the sum of information), involves students mastering skills that allow them to act effectively in the future in situations of professional, personal and social life. Moreover, special importance is attached to skills that allow one to act in new, uncertain, problematic situations for which it is impossible to develop the appropriate means in advance. They need to be found in the process of resolving such situations and achieving the required results13 .
In fact, in this approach, the understanding of knowledge as an increase in the amount of subject information is opposed to knowledge as a set of skills that allow one to act and achieve the required result, often in uncertain, problematic situations.
“We abandoned not knowledge as a cultural “subject,” but a certain form of knowledge (knowledge “just in case,” that is, information).
What is knowledge in competency-based education. What is a concept?
Knowledge is not information.
Knowledge is a means of transforming a situation.
If knowledge is a means of mentally transforming a situation, then it is a concept.
We are trying to build concepts so that they become means of transforming situations into action.
Zinchenko V.P. contrasts knowledge and information:
“Information has overwhelmed humanity. Education, which is increasingly structured like a “smorgasbord of knowledge” (E. Fromm’s expression), has not escaped this fate. Quite often there is a mixture of genuine understanding, erudition and information. The lines between them are increasingly blurred, as are the lines between knowledge and information. Nevertheless, such boundaries exist. An experienced teacher can easily distinguish between a “know-it-all” and a “quick grabber” from "thoughtful"And "thorough"student. Another thing is more dangerous: students’ illusions that what they remember is what they know. These illusions are still fresh in both pedagogy and psychology. Let us recall their background. It is fair to note that knowledge cannot be defined, since it is a primary concept. Several metaphors can be imagined:
The ancient metaphor is that of a wax tablet on which external impressions are imprinted.
A later metaphor is that of a vessel that is filled either with our external impressions or with a text that carries information about these impressions.
Obviously, in the first two metaphors, knowledge is indistinguishable from information. The main means of learning is memory.
Socrates' metaphor is a metaphor for obstetrics: a person has knowledge that he cannot comprehend himself, and he needs an assistant who can help give birth to this knowledge using maeutic methods. Gospel metaphor of growing grain. Knowledge grows in a person’s consciousness like a grain in the soil, which means that knowledge is not determined by external communication. Knowledge arises as a result of cognitive imagination, stimulated by a message, a mediator14 .
The last two metaphors are much more interesting. In Socrates' metaphor, the place of the teacher-mediator is clearly indicated, in the Gospel it is implied. It is important to emphasize that in the latter metaphors the knower acts not as a “receiver”, but as a source of his own knowledge. In other words, we are talking about knowledge as an event. Personal, life event. Events taking place in the student’s thinking. Knowledge is always someone’s, belongs to someone, it cannot be bought (like a diploma), stolen from the knower (except along with the head), and information is no man’s territory, it is subjectless, it can be bought, exchanged or stolen, which often happens. Knowledge, becoming a common property, enriches those who know, and information in this case is devalued. Knowledge matters, and information has a purpose at best. Information, at best, is a tool that may have a price, but not a value. Knowledge has no price, it has vital and personal meaning.
Finally, one more important clarification. There is a subject who generates knowledge, and there is a user who consumes information. Their distinction should not be assessed in terms of better or worse. It's just his fixation. Of course, both knowledge and information perform important instrumental functions in human behavior and activity. Information is a temporary, transient, perishable subject. Information is a means, a tool that, like a stick, can be discarded after use. Not so with knowledge. Knowledge, of course, is also a means, an instrument, but one that becomes a functional organ of the individual. It irreversibly changes the knower. You can't throw him away like a stick. If we continue this analogy, then knowledge is a staff that helps to move further into the world of knowledge and into the world of ignorance.”
Thus, the competency-oriented approach strengthens the applied, practical nature of all school education (including subject teaching). This direction arose from simple questions about what results of school education a student can use outside of school. The key idea of this direction is that to ensure “the long-term effect of school education, everything that is studied must be included in the process of consumption and use. This is especially true for theoretical knowledge, which should cease to be dead baggage and become a practical means of explaining phenomena and solving practical situations and problems.
Another aspect of application concerns the adequacy of the content of education to modern trends in the development of economics, science, and social life. The fact is that a whole range of school skills and knowledge no longer belong to any professional occupation. An example of such an exotic type of school activity could be the entire subject of drawing. This also includes the so-called industrial training, in which girls learn how to sew a skirt, and boys learn how to work on machines that remain only in schools and vocational schools. Here, of course, a revision of the content of education is urgently needed. In the UK, for example, during the process of such a revision, when discussing the standard in mathematics, the topics of multiplying large numbers were excluded in favor of rounding sums when counting and assessing statistical data. In many countries, traditional labor and home economics courses have been replaced by Technology and Design, Entrepreneurship, or vocational education courses that provide specific vocational skills in working with electricity, plumbing, etc. And this is all part of the school renewal that takes place under the slogans of competency-based education.
In competency-based education, the list of required competencies is determined in accordance with the requests of employers, requirements from the academic community and broad public discussion based on serious sociological research. Mastery of various types of competencies becomes the main goal and results of the learning process. Competencies and a competency-based approach occupy a central place in the education quality management system. Essentially, education quality management begins with determining the composition of those competencies that must be mastered in the educational process at school as educational results. Then the entire internal school education quality management system is built in such a way that at the end of the day, each student, to one degree or another, possesses the required competencies15 .
Conclusions on Chapter II
In modern conditions, we should talk about the presence of many requests that the school must respond to. The real customers of the school are the student, his family, employers, society, and professional elites, while maintaining a certain position of the state. For the education system, this means that state educational institutions are obliged, on the one hand, to conduct a dialogue with all consumers of education (the goal is to find a reasonable compromise), and on the other hand, to constantly create, update and increase the range of educational services, the quality and effectiveness of which will determine consumer. Otherwise, the public school cannot fully perform its functions.
For a modern school, it is no longer enough to provide graduates with knowledge for decades to come. In the labor market and from the point of view of life prospects, the ability and willingness to learn and relearn throughout one’s life are becoming more in demand. And for this, apparently, we need to learn differently, in other ways.
So, the new quality of education is associated primarily with a change in the nature of the relationship between school, family, society, state, teacher and student. That is, updating the educational process is a meaningful resource for reorienting the school to work in the logic of a different approach to assessing the success of education.
A competency-based approach can be considered one of the ways to achieve a new quality of education. It determines priorities and the direction of change in the educational process.
Key competencies as a result of general education mean the readiness to effectively organize one’s internal and external resources to make decisions and achieve the set goal.
The list of key competencies of students for the Samara region, adequate to socio-economic conditions, includes:
willingness to solve problems;
technological competence;
readiness for self-education;
readiness to use information resources;
readiness for social interaction.
Competency-based education can be understood as the ability to act effectively. The ability to achieve results is to effectively solve a problem.
At school, it is not competence itself that is primarily formed, but independence in solving problems, the condition of which is the transformation of an objective method of action (i.e. knowledge, abilities, skills) into a means of solving problems. The main innovation of the competency-based approach, therefore, is the creation of educational conditions for transforming methods of action into means of action.
Conclusion
This study is needed to better understand and understand competency-based education. Most countries in the world express dissatisfaction with the quality of modern education. In an open, changing world, the traditional educational system, designed to serve the needs of an industrial society, becomes inadequate to the new socio-economic realities.
Since the beginning of the twenty-first century, Russian psychological and pedagogical publications have widely discussed the possibilities and advantages of so-called competency-based training as an alternative to traditional education. However, until now in psychological and pedagogical publications there is no convincing, scientifically based interpretation of the concepts of “competence”, “competence”, “competency-oriented education”. Therefore, there is a threatening tendency to “call everything a competence.” This discredits the idea itself and creates significant difficulties in its practical implementation.
This is primarily due to systemic changes that have occurred in the sphere of labor and management. The development of information technology has led not only to a tenfold increase in the volume of information consumed, but also to its rapid aging and constant updating. Which leads to fundamental changes not only in economic activity, but also in everyday life.
In this study, we came to the conclusion that the topic of competency-based education is fundamentally important because it concentrates the ideas of an emerging new educational system, which is often called anthropological, since the shift vector is directed towards the humanization of social practice.
Competency-based education can be considered one of the ways to achieve a new quality of education. It determines priorities and the direction of change in the educational process.
Bibliography
1. Golub G.B., Perelygina E.A., Churakova O.V. The project method is a technology of competency-based education. Samara: Educational literature, 2006.
Zheleznikova T.P. Competency-based approach in education. - Samara: “etching”, 2008.
Zimnyaya I.A., Competence-based approach: what is its place in the system of modern approaches to the problem of education? (theoretical and methodological aspect)//Higher education today. 2006.№8., pp. 20-26.
Zolotareva, A.V. Monitoring the performance of an educational institution. - Yaroslavl, Publishing House YAGPU im. K.D. Ushinsky, 2006.
Ivanov D.A. Competencies and the competency-based approach in modern education. - M.: Chistye Prudy, 2007.
Kaluzhskaya, M.V., Ukolova, O.S., Kamenskikh, I.G. Rating assessment system. How? For what? Why? - M.: Chistye Prudy, 2006
Menyaeva I.I. Competency-based education is a priority area of school innovation. Samara: Fort, 2008
Modernization of educational systems: from strategy to implementation: Collection of scientific papers / Scientific. ed. V.N.Efimov, under the general direction ed. T.G.Novikova. - M.: APK and PRO, 2004. - 192 p.
Samoilov E.A. Competency-based education. - Monograph. Samara: SGPU, 2006.
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Competency-oriented educational technologies in the context of the implementation of the Federal State Educational Standard
COMPETENCE-ORIENTED EDUCATIONAL TECHNOLOGIES IN THE CONDITIONS OF IMPLEMENTATION OF FSES
S.N. Wetlands
Belgorod, Belgorod region
OGAPOU "Belgorod College of Public Catering"
In the conditions of the modern system of professional education, the organization of the educational process is determined by a competency-based approach, which is aimed at the formation of general and professional competencies, which are the basis of an individual’s competitiveness.
The modular-competency model of education is defined by the Federal State Educational Standard and is aimed at developing a certain system of competencies necessary for a young person to successfully socialize in the modern world. Therefore, the problem of choosing the most effective technologies aimed at developing the competency foundations of a student’s personality is relevant.
The problem of individual activity in learning is one of the most pressing in both psychological and pedagogical science and in educational practice. Activity as an individual and collective independent and specially organized educational and cognitive activity of students is developed and supported by a motivation system. At the same time, the motives used by the teacher for students include: professional interest, the creative nature of educational and cognitive activity, competition, the playful nature of classes, emotional involvement.
The use of competency-oriented educational technologies in the educational process is the most significant direction for improving the training of a modern specialist. Competency-oriented technologies are diverse. For example, in the practice of vocational education, modular teaching technology is used (T. Shamova, P. Tretyakov, I. Sennovsky), problem-heuristic technology (A.V. Khutorskoy), collaborative learning, project method, information technology (E.S. Polat), method of analyzing a specific situation (case-study), gaming technologies.
These learning technologies are aimed at simulating or using a real situation in order to analyze it, identify problems, search for alternative solutions and make optimal solutions to problems.
The use of competency-oriented technologies allows each student to be included in the learning process, while there is an exchange of knowledge, ideas, and methods of activity, i.e., students not only receive new knowledge, but also intensify the cognitive activity itself, transferring it to a higher level of cooperation , enriching subjective practical experience.
The development of students’ cognitive skills, the ability to independently structure their knowledge, navigate the information space, and develop critical and creative thinking are real indicators of the use of competency-oriented technologies. Thus, while working on creating a project or solving a practical situational problem, students independently acquire knowledge from different types of sources, learn to apply existing knowledge to solve cognitive and practical problems in standard and non-standard situations, acquire communication skills aimed at constructive dialogue, and by interacting in a group they gain experience culture of business communication, to defend one’s point of view with arguments, develop research skills related to identifying problems, collecting and selecting the necessary information, and putting forward hypotheses. All participants interact with each other, exchange information, solve problems together, simulate situations, evaluate the actions of others and their own behavior, and are immersed in a real atmosphere of business cooperation to solve a problem.
The use of gaming technologies in classrooms is an important means of developing professional practical skills and methods of professional action. The content and the learning process itself are a tool that ensures the quality of mastering professional knowledge and the formation of general and professional competencies.
One of the means that provides a high level of educational and cognitive motivation based on the mental activity of students is problem-based - dialogic technology. The essence of problem-based and dialogic learning is that in the process of solving cognitive issues and tasks, students, in joint activities with the teacher, acquire new knowledge and methods of action that form their logic of thinking, creative independence, which are the basis for the formation of competencies.Problem-dialogicalensures creative learning by students through a dialogue specially organized by the teacher. And, it is important to note that the use of problem-dialogical methods in a training session allows the teacher to create an optimal activity environment that allows each student to engage in the learning process. First, through organizing a stimulating or leading dialogue, the teacher helps students pose a learning problem, thereby arousing interest in the new material being studied, forming cognitive motivation, and then, using a motivating or leading dialogue, the teacher organizes the process of finding a solution. This is an effective way to develop the ability to see, formulate and constructively solve a problem. It is important to note that an indicator of a system of problematic tasks is the independent transfer of previously acquired knowledge and skills to a new situation. Vision of a new problem in a familiar situation, vision of the function of an object, awareness of the structure of an object, search for an alternative solution or method of solution; combining previously known methods for solving problematic problems in a new one.
A relevant aspect in the vocational education system is the organization of the educational process based onmethod of analyzing a specific situation (case-study). The use of this method in classrooms allows one to increase cognitive interest in the disciplines being studied, improve understanding of its content aspects, and contribute to the development of research, communication and creative decision-making skills. A distinctive feature of the case-study method is the creation of a problem situation based on facts from real life. Whereinstudents are asked to comprehend a real situation, which at the same time reflects not only any practical problem, but also actualizes a certain set of knowledge that must be learned when solving this problem, and at the same time the problem itself does not have unambiguous solutions.
Practical experience shows that the use of competency-oriented technologies in the system of modern vocational education is a necessary condition for the training of successful specialists, since they allow the formation of knowledge, skills and abilities of students by including them in active educational and cognitive activities, while educational information goes into personally-significant knowledge of students, and methods of activity in personal-value experience.
Thus, it becomes obvious that the use of competency-oriented technologies is the way to obtain a guaranteed high-quality educational result. Since the very definition of educational technologies is based on the goals that must be achieved, namely the educational result, the method of interrelated activities of participants in the educational process. Competence-oriented educational technologies create conditions for the development of the student’s personality in educational activities, the formation of general and professional competencies, and the development of various types of professional activities in accordance with the Federal State Educational Standard.
Bibliography
Anthony M. A. Interactive teaching methods as potential for personal development of students // Psychology of learning. - 2010. - N 12. - P. 53-63.
Ivanov, D.A. Competency-based approach in education. Problems, concepts, tools: Educational and methodological manual. / YES. Ivanov, K.G Mitrofanov, O.V. Sokolova - M.: APK and PRO, 2003. - 101 p.
Kukushin V. S. Theory and methodology of teaching: textbook. – Rostov-on-Don: Phoenix Publishing House, 2005. – 474 p.
Nikonova, T.V. Case studies in vocational education. Educational
methodological manual / T.V. Nikonova - Perm: PKIPKRO Publishing House, 2008 - 48 p.
Orlov A.A. Introduction to pedagogical activity: studies, - method. aid for students higher ped. textbook Establishments. – M.: Publishing House “Academy”, 2004. – 281 p.
Selevko, G.K. Modern educational technologies: Textbook / G.K. Selevko – M.: Public education, 1998. – 256 p.
Introduction
1 Activity-based and competency-based approach to learning
2 The concept of competency-based training
3 Traditional methods of testing knowledge assessment
4 Problems in assessing competence
Chapter 2. Modern methods of assessing knowledge
1 General analysis of existing methods for assessing knowledge
2 Catenatests
2.3 Adaptive testing
2.4 Contextual tasks
5 Interdisciplinary exam
7 Testing knowledge on the topic “Number systems” using catenatest
Conclusion
Bibliography
Applications
Introduction
Monitoring students' knowledge is an integral part of the learning process. By definition, control is the relationship between achieved results and planned learning objectives. The effectiveness of managing the educational process and the quality of student learning depend on its proper organization. Testing knowledge should provide information not only about the correctness or incorrectness of the final result of the activity performed, but also about the activity itself: whether the form of action corresponds to this stage of assimilation. Proper monitoring of students' educational activities allows the teacher to evaluate the knowledge, skills and abilities they acquire, provide the necessary assistance in a timely manner and achieve their learning goals. All this together creates favorable conditions for the development of students’ cognitive abilities and the activation of their cognitive activity. Well-established control allows the teacher not only to assess the level of students’ assimilation of the material being studied, but also to see their own successes and failures.
The problem of monitoring educational activities is not new, and the pedagogical experience accumulated in this area is rich and varied. With the introduction of the competency-based approach to training, new means of control appeared. Some of them are not sufficiently disclosed in the pedagogical literature.
Purpose of the study: studying the features of organizing control of students' knowledge in conditions of competency-oriented learning.
Object of study: the process of monitoring students’ knowledge in a basic computer science course.
Subject of study: the process of monitoring students’ knowledge in a basic computer science course in conditions of competency-oriented learning.
Research hypothesis: the correct choice of methods, techniques and means of control in a competency-oriented approach encourages students to study more information and improve themselves.
To achieve the goal of the study, it is expected to solve the following tasks:
1. Conduct a literature review on the research topic and determine the features of the organization of competency-oriented training.
2. Analyze the analysis of the content of computer science education in basic school and organize the assessment of learning outcomes.
Create practical assignments on the selected topics and test them in practice.
4. To solve the problems, a set of complementary research methods was used:
· theoretical: analysis of methodological and pedagogical literature, generalization, systematization;
· empirical methods: pedagogical observation, generalization of the received material.
Work on the diploma project was carried out in two stages:
The first stage: analysis of pedagogical and methodological literature, development of a research plan, identification of the main tasks of the work, definition of basic concepts on the topic of the diploma project.
Second stage: development and testing of practical assignments on topics of the basic school course in computer science and design of the work.
Chapter 1.
.1 Activity-based and competency-based approach to learning
The priority direction of primary general education is the formation of general educational skills, the level of mastery of which largely determines the success of further education. The main result of education is considered on the basis of the activity approach as the achievement by students of new levels of development based on their mastering of both universal methods of action and methods specific to the subjects being studied. This is a distinctive feature of the new standards. The implementation of this feature in the educational process requires its new organization based on planning the joint activities of the teacher and students.
According to Yakovleva N. O., “the activity approach makes it possible to consider the main components of the activity of the teacher and his students from a unified methodological position and thereby reveal the nature of their interaction; it allows us to study the specific features of the activities of all participants in the pedagogical process through the projection of the general conceptual provisions of the theory of activity onto pedagogical field; obliges to consider pedagogical activity as an integrative characteristic of cooperation between teacher and student; obliges to recognize specially selected activities as the most important factor shaping the development of the student’s personality; defines the educational process as a continuous change of various types of activities; builds the pedagogical process in accordance with the components of the student’s activity."
An activity-based approach to learning involves:
· children have a cognitive motive (desire to know, discover, learn) and a specific educational goal (understanding of what exactly needs to be found out, mastered);
· students perform certain actions to acquire missing knowledge;
· identifying and mastering by students a method of action that allows them to consciously apply acquired knowledge;
· developing in schoolchildren the ability to control their actions - both after their completion and during their course;
· inclusion of learning content in the context of solving significant life problems.
The traditional approach to determining the goals of education focuses on the volume of knowledge. From the perspective of this approach, the more knowledge a student acquires, the better and higher the level of his education. But the level of education, especially in modern conditions, is not determined by the volume of knowledge or its encyclopedic nature. From the perspective of the competency-based approach, the level of education is determined by the ability to solve problems of varying complexity based on existing knowledge. Modern education involves a shift in emphasis from subject knowledge, skills and abilities as the main goal of learning to the formation of general educational skills and the development of independence in educational actions. Because the most relevant and in demand in public life are competence in solving problems (tasks), communicative competence and information competence. The competency-based approach does not deny the importance of knowledge, but it focuses on the ability to use acquired knowledge. Key competencies in relation to school education mean the ability of students to act independently in situations of uncertainty when solving problems that are relevant to them.
Information competence- this is the willingness of students to independently work with information from various sources, search, analyze and select the necessary information.
Communication competence- these are the skills of working in pairs, in groups of various compositions, the ability to present oneself and conduct discussions; express your thoughts in writing in compliance with the norms of text formatting; public performance.
Problem resolution competence- goal setting and planning of activities, actions to solve the problem; assessment of the result/product of activity.
Within the competency-based approach, two basic concepts are distinguished: “competence” and “competence”.
According to O.E. Lebedev, competence is defined as “the ability to act in a situation of uncertainty.”
I.A. Zimneya “competence is interpreted “as a knowledge-based, intellectually and personally determined experience of a person’s social and professional life.”
A.V. Khutorskoy, distinguishing between the concepts of “competence” and “competence,” offers the following definitions.
Competence - includes a set of interrelated personality qualities (knowledge, abilities, skills, methods of activity), specified in relation to a certain range of objects and processes, and necessary for high-quality productive activity in relation to them.
Competence is the possession or possession by a person of the relevant competence, including his personal attitude towards it and the subject of activity.
The formation of students’ competencies depends on their activity, when the “activity” of the teacher turns into the activity of the students. The competency-based approach strengthens the practical orientation of education, emphasizes the need to acquire operational experience and the ability to put knowledge into practice. Thus, the competency-based approach includes a set of principles for determining the goals of education, expressed in self-determination, self-actualization and development of the individuality of students. No less important is the issue of choosing forms and methods of teaching students. Learning in competency-based education acquires an activity-based character, i.e. the formation of knowledge and skills is carried out in the practical activities of students, their joint activities in groups are organized; active forms and methods of learning, innovative technologies of a productive nature are used; an individual educational trajectory is built; During the learning process, interdisciplinary connections are actively implemented; the most important qualities develop: independence, creativity, initiative and responsibility.
Shifting the ultimate goal of education from knowledge to “competence” allows us to solve the problem when students can master a set of theoretical knowledge well, but experience significant difficulties in activities that require the use of this knowledge to solve specific problems or problem situations.
From the point of view of the requirements for the level of training of graduates, educational competencies “represent integral characteristics of the quality of students’ training associated with their ability to purposefully meaningfully apply a complex of knowledge, skills and methods of activity in relation to a certain interdisciplinary range of issues” (A.V. Khutorskoy).
The competency-based approach is focused on developing a person’s ability to implement certain competencies and teach him to act effectively in a real situation. The following groups of competencies are identified as key for Russian education: value-semantic, general cultural, educational and cognitive, information, communication, social and labor competencies and personal self-improvement competencies.
1.2 The concept of competency-based training.
Adaptability of the education system requires determining the compliance of the activities of a particular pedagogical system with the capabilities and educational needs of a particular student. The competency-based approach uses two basic concepts: competency and competency. Learning in the conditions of competency-oriented education becomes predominantly an active independent activity, managed through the use of control and diagnostics.
Competency-oriented education, as opposed to the concept of “knowledge acquisition,” involves students mastering skills that allow them to act effectively in situations of professional, personal and social life in the future. Moreover, special importance is attached to skills that allow one to act in new, uncertain, problematic situations for which it is impossible to develop the appropriate means in advance. They need to be found in the process of resolving such situations and achieving the required results. Competency-oriented education can be understood as the ability to act effectively. The ability to achieve results is to effectively solve a problem. A competency-oriented approach can be considered one of the ways to achieve a new quality of education. It determines priorities and the direction of change in the educational process.
Competency-oriented learning is a goal-oriented process. At the same time, competencies set the highest, generalized level of future skills and abilities.
The competency-oriented approach has all the main features of consistency and can be the basis for solving many problems in the further development of domestic education.
The phenomenon under consideration - the competency-based approach - did not arise out of nowhere. One of the most important factors contributing to this is the development of comprehensive informatization of our lives, which is reflected in the concept of “information society.” The scientific basis of such a society will be at least two sciences: systems theory and computer science. Speaking about the latter, it should be noted that modern computer science is an interdisciplinary science that performs integration functions for all other areas of science, as a means of ensuring transdisciplinarity in almost all areas of activity of modern people.
.3 Traditional methods of testing knowledge assessment
When checking and assessing the quality of academic performance, it is necessary to identify how the main learning objectives are solved, i.e. to what extent students master knowledge, skills, ideological and moral-aesthetic ideas, as well as methods of creative activity. It is also essential how a particular student approaches learning, whether he works with the necessary tension constantly or in fits and starts, etc. All this necessitates the use of the entire set of methods for testing knowledge assessment. The pedagogical literature describes the following methods of testing knowledge:
Daily observation of students' academic work. This method allows the teacher to get an idea of how students behave in class, how they perceive and comprehend the material being studied, what kind of memory they have, and the extent to which they demonstrate intelligence and independence in practical skills.
2. Oral questioning - individual, frontal, condensed. The essence of this method is that the teacher asks students questions about the content of the material studied and encourages them to answer, thus identifying the quality and completeness of its assimilation. Since an oral survey is a question-and-answer way of testing students' knowledge, it is sometimes called a conversation. During an oral questioning, the teacher breaks down the material being studied into separate semantic units (parts) and asks students questions for each of them. In many subjects, oral questioning (conversation) is combined with students performing oral and written exercises. Being an effective and most common method of testing and assessing students' knowledge, oral questioning also has its drawbacks. With its help, you can test the knowledge of no more than 3-4 students in a lesson. Therefore, in practice, various modifications of this method are used and, in particular, frontal and condensed questioning, as well as a “lesson point”. The essence of a frontal survey is that the teacher breaks down the material being studied into relatively small parts in order to test the knowledge of a larger number of students in this way. With a frontal survey, also called a fluent survey, it is not always easy to give grades to students, since the answer to 1-2 small questions does not make it possible to determine either the volume or depth of assimilation of the material covered. The essence of a compact survey is that the teacher calls one student for an oral response, and asks four to five students to give written answers to questions prepared in advance on separate sheets of paper (cards). This survey is called compacted because the teacher, instead of listening to oral answers, looks at (checks) the students’ written answers and gives grades for them, somewhat “compressing” them, i.e. saving time on testing knowledge, skills and abilities.
Written verification. The practice of condensed questioning led to the emergence of a method of written knowledge testing. Its essence is that the teacher gives students questions or tasks and examples prepared in advance on separate sheets of paper, to which they give written answers within 10-12 minutes. A written survey allows you to assess the knowledge of all students in one lesson. This is an important positive side of this method.
Lesson point. A well-known modification of oral questioning is also the assignment of a so-called lesson point to individual students. A lesson point is given for the knowledge that individual students demonstrate throughout the lesson. Thus, the student can complement, clarify or deepen the answers of his comrades undergoing oral questioning. Then he can give examples and participate in answering the teacher’s questions when presenting new material. Giving a lesson score allows you to maintain cognitive activity and voluntary attention of students, as well as make a more systematic test of their knowledge.
Checking students' homework. To check and evaluate students' progress, checking their homework is of great importance. It allows the teacher to study students’ attitudes to academic work, the quality of mastery of the material being studied, the presence of gaps in knowledge, as well as the degree of independence in completing homework.
Traditional means of monitoring knowledge in the system of student-centered learning, where the child is considered as a subject and not as an object of learning, are not enough. With the activity approach, the student not only assimilates the ready-made content of this or that material, but also regulates, controls and corrects his cognitive activity.
Testing. The test is a short-term technically relatively simple test, carried out under equal conditions for all subjects and taking the form of a task, the solution of which can be qualitatively recorded and serves as an indicator of the degree of development of a known function in a given subject at a given moment.
The following types of tests are distinguished.
The selective test consists of a system of tasks, each of which has both correct and incorrect answers. Of these, the student chooses the one that he considers correct for the given question. At the same time, incorrect answers contain a mistake that the student can make if he has certain gaps in his knowledge.
Selective tests can be different:
· Multiple choice tests, in which among the proposed answers to a question there are several incorrect ones and a single correct answer.
· Multiple choice tests with multiple true and false answers to a question.
· Alternative tests with two answers to a question (one answer is correct, the other contains an error).
Closed tests do not contain answer options. Students offer their answer.
There are cross-choice tests that require you to establish correspondence between elements of a set of answers. There are also identification tests in which graphs, diagrams, and drawings are given as answers.
The most accessible tests for schools are selective tests that allow the use of proctoring devices.
Testing is a standardized form of control in the sense that both the test procedure and the assessment of knowledge are uniform (standard) for all students.
1.4 Problems in assessing competence
The problem of assessing learning outcomes is not new. But at present, the need for correct assessment of educational results is of particular importance. This is due to an objectively existing contradiction. On the one hand, at the present stage the school is faced with the task of forming universal methods of activity - competencies. On the other hand, we still continue to evaluate our usual educational achievements (ZUNs).
The documents on the implementation of the Comprehensive Project for the Modernization of Education emphasize that the current system for assessing the quality of educational achievements of students in secondary schools is difficult to compatible with the requirements of modernization of education, since it is aimed at external control and assesses the reproductive level of learning.
Therefore, one of the main conditions for modernizing the system of monitoring and assessing educational achievements is the introduction, in addition to the traditional ones, of new types, forms, methods and means of assessing the dynamics of student progress in the educational and extracurricular process, helping to increase motivation and interest in learning, as well as taking into account individual characteristics students.
The important thing is that the set of methods of activity being mastered must be socially in demand; it can be relevant for some time, and then will be adjusted in connection with changes in the socio-economic situation.
They began to talk about competence as an educational result only in the last decade. In fact, the concept of competence in the context of the competence approach has its own history. Analysis of works on the problem of competence and competency (N. Chomsky, R. White, J. Raven, N.V. Kuzmina, A.K. Markova, V.N. Kunitsina, G.E. Belitskaya, L.I. Berestova, V.I. Bidenko, A.V. Khutorskoy, N.A. Grishanova, etc.) allows us to conditionally distinguish three stages of formation SBE approach in education.
First stage(1960-1970) is characterized by the introduction of the category “competence” into the scientific apparatus, the creation of prerequisites for distinguishing the concepts of competence/competence.
Second phase(1970-1990) - the first attempts in the work of J. Raven “Competence in Modern Society”, which appeared in London in 1984, provide a detailed interpretation of competence. This phenomenon "consists of a large number of components, many of which are relatively independent of each other... some components are more cognitive and others more emotional... these components can replace each other as components of effective behavior" [there same, s. 253].
Third stage began in the 90s of the last century and is characterized by the appearance in UNESCO materials of a certain range of competencies, which should already be considered by everyone as the desired result of education.
Each child, while studying at school, must go through four levels of development of key competencies, thereby gradually adapting to life outside of school:
Level I
confirms understanding of the problem, goal, objectives formulated by the teacher;
describes the product that is intended to be received;
expresses his impressions of working on the project;
demonstrates knowledge of information from the source indicated by the teacher, presents the information received;
gives an example to support the conclusion;
builds an answer based on the text or plan.
Level II
formulates goals together with the teacher;
indicates how he plans to use the product;
compares the desired and obtained results;
identifies unknown information from the flow of information;
draws a conclusion based on the information received.
independently prepares a plan for the presentation, answers questions for understanding, and provides additional information.
Level III
names the contradiction between the ideal and real situation;
suggests ways to ensure that the goal is achieved;
evaluates the product in accordance with specified criteria;
organizes the search for information in accordance with the plan, records it and characterizes sources;
uses visual materials provided by the teacher;
answers questions asked to develop the topic.
Level IV
suggests possible ways to solve the problem;
suggests a way to evaluate the product;
analyzes product results from the point of view of life plans;
justifies the choice of information sources;
confirms the conclusion with his own argumentation
argues his position;
presents information in a form and medium adequate to the purpose of communication.
The diagnostics of competencies shown in the diagram allows us to identify the level of development of competencies of each student and its compliance with the age group.
The dynamics of the formation of key competencies can best be traced within the framework of project activities, since in the course of work on the project, conditions are created not only for the formation of competencies, but also for their manifestation.
This methodology was developed in the laboratory for the modernization of educational resources of the Samara region, which developed requirements for the level of formation of key competencies of students based on the methods of activity, the mastery of which is necessary when working on projects.
Chapter 2. Modern methods of assessing knowledge
When assessing students' knowledge, the teacher monitors results such as subject, meta-subject and personal.
Student results are actions (skills) to use knowledge in solving problems (personal, meta-subject, subject).
Individual actions, especially successful ones, are worthy of evaluation (verbal characteristics), and the solution of a full-fledged task is worthy of evaluation and marking (a sign of fixation in a certain system).
The results of a teacher (educational institution) are the difference between the results of students (personal, meta-subject and subject) at the beginning of training (input diagnostics) and at the end of training (output diagnostics). The increase in results means that the teacher and the school as a whole managed to create an educational environment that ensures the development of students. A negative comparison result means that it was not possible to create the conditions (educational environment) for the successful development of students' capabilities.
The teacher and the student determine the grade and mark.
During the lesson, the student himself evaluates his result of completing the task using the “Self-Assessment Algorithm” and, if required, determines the mark when he shows the completed task.
The teacher has the right to adjust grades and grades if he proves that the student has overestimated or underestimated them.
After lessons, the grade and mark for written assignments are determined by the teacher. The student has the right to change this grade and mark if he proves (using the self-assessment algorithm) that it is overestimated or underestimated.
Self-assessment algorithm:
What was the purpose of the assignment (task)?
Did you manage to get the result (solution, answer)?
Correct or wrong?
On your own or with someone's help?
.1 General analysis of existing methods for assessing knowledge
Traditional forms of control are not fast enough, and their implementation requires considerable time, so there is a need for new types of knowledge testing. Next, modern methods of assessing knowledge will be discussed in detail.
. Student's "portfolio" - This is a way of recording, accumulating and assessing the individual achievements of a student during a certain period of his education. A portfolio complements control and assessment tools and allows one to take into account the results achieved by a student in a variety of activities - educational, creative, social, communicative, etc. - and is an important element of a practice-oriented approach to education. An important goal of the “portfolio” is to present a report on the process of a teenager’s education, to see the dynamic “picture” of significant educational results as a whole, to ensure tracking of the student’s individual progress in a broad educational context, and to demonstrate his ability to practically apply acquired knowledge and skills. Organization of work on the formation of a “portfolio” of students occupies an important place in the implementation of pre-professional training and specialized training.
The implementation of adaptive testing presupposes the presence of a software and tool environment in which adaptive algorithms are implemented, and an immediate reassessment of the level of preparedness occurs in order to present a test task that is feasible for the student to complete.
Catenatest is a chain of questions, each of which is dependent on the previous one. In other words, the correct answer to each catenatest question serves as a pass to the next question. The test taker’s task is to go through the entire chain, which indicates unconditional assimilation of all the material. Catenatesting allows not only to determine the real level of student competence and increase the complexity of knowledge control, but also to significantly reduce the testing time for the teacher.
A contextual task is a motivational task, the condition of which describes a specific life situation. The requirement of the task is the analysis, comprehension and explanation of this situation or the choice of a method of action in it, and the result of its solution is a meeting with the educational problem and awareness of its personal significance. . Contextual (practice-oriented) tasks include those in which the context provides genuine conditions for the solution and influences the solution and its interpretation. The use of tasks in which the condition is hypothetical is not excluded, if it is not too distant from the real situation. . These tasks are based on the consideration of situations aimed at students mastering knowledge of the relevant subject. Tasks of this type are aimed at developing the values of cognitive activity in students.
The case method is a teaching technique that uses descriptions of real economic, social and business situations. Students must analyze the situation, understand the essence of the problems, propose possible solutions and choose the best one. Cases are based on real factual material or are close to a real situation.
Interdisciplinary exam. An interdisciplinary exam is a way of final checking and assessing the development of students’ knowledge and skills in subjects.
training catenatest task exam
2.2 Catenatests
Catenatest (from the Latin catena - chain) is a chain of questions, each of which is dependent on the previous one. In other words, the correct answer to each catenatest question serves as a pass to the next question. The test taker’s task is to go through the entire chain, which indicates unconditional assimilation of all the material.
To avoid accidental errors, two attempts may be given for each answer. If the chain breaks, the student is presented with a new catenatest, and so on until the chain is completed to the end. The higher the number of proposed catenatests, the lower the test taker’s score. This procedure can be easily implemented using computer technology.
In the non-computer version, the catenatest is compiled in such a way that the correct answer to each question is included in the content of the next one, and you can check the correctness of the entire chain using the final result. Catenatests can be used when conducting both current milestone events (colloquiums, tests, etc.) and exams in a specific discipline. In the first case, the catenatest refers to a certain topic of the discipline, and its questions - to individual sections of the topic, as shown above. In the second case, the content of the catenatest package is adequate to the program of the entire discipline, and the questions are adequate to all topics presented in this program.
The use of catenatests in exams for comprehensive control of knowledge is advisable for the following reasons.
Traditional methods of conducting exams are not able to ensure knowledge of all the material provided for in the course program. As a rule, no more than 20-30% of this material is controlled during the oral exam; during the written exam, this figure can be increased to a maximum of 70-80%. However, here too, to obtain a satisfactory grade, it is enough to demonstrate knowledge of only 20-25% of the course content. The proposed method allows you to bring the completeness of knowledge control in the exam closer to 100%.
Catenatest can be a branched chain. Here the first four extremely simple questions relate to the most important, key topics of the course. If they are not mastered and no correct answers are received (even on the second attempt), the examinee receives a failing grade. In the last four questions, covering the remaining topics, if he fails, he may be given easier questions. Of course, this will affect the examinee's grade.
Scheme of a branched catenatest
Other options for organizing the examination catenatest are also possible, where the appropriate assessment criterion in each specific case is established by the teacher himself. For example, the catenatest includes a letter symbol for the answer, which allows the teacher, when checking the work, to gradually identify the section that the student has not mastered and adjust the further task.
Catenatesting can be used not only to monitor students’ knowledge, but also to prepare them for the Unified State Exam. In this case, tasks are classified into sections and topics in accordance with the Federal component of the state standard of general education. The developed catenatests of this type are ordered by level of difficulty: first there are multiple-choice questions from part 1 (A), then matching questions from part 2 (B), and finally, free-response questions from part 3 (C). Thus, such catenatests fully take into account the style, format and methodological features of the Unified State Examination tasks, which allows students to better master the school curriculum material and more effectively prepare for the exam.
Catenatesting allows not only to determine the real level of student competence and increase the complexity of knowledge control, but also to significantly reduce the testing time for the teacher. Success in applying the described technique depends entirely on the quantity and quality of the formed catenatests. At the same time, we emphasize that their compilation is a rather labor-intensive process that requires certain creative efforts and knowledge of methodological rules and standards.
.3 Adaptive testing
Adaptive testing is a wide class of testing techniques that involve changing the sequence of presentation of tasks during the testing process itself, taking into account the test taker’s answers to tasks already presented.
There are two approaches to creating adaptive tests. In the first approach, the decision to change the order of presentation of test tasks is made at each testing step (constant adaptation). In the second approach, the decision to change the order of tasks is made after analyzing the results of the test subject’s reports on a special block of tasks (block adaptation).
From the point of view of the order of passing test tasks, there are two approaches to creating adaptive tests. Firstly, there are adaptive tests with constant adaptation (deterministically branching), when the decision to change the order of test questions is made at each testing step. Secondly, there are adaptive tests with block adaptation (variable branching strategy), when the decision to change the order of tasks is made after analyzing the results of processing a certain special block of tasks.
The very first adaptive test is the Bynet Intelligence Test, which was developed in 1905 in a paper version, without the use of computers. A modern adaptive test is a variant of an automated testing system in which the parameters of difficulty and differentiating ability of each task are known in advance. This system is created in the form of a computer bank of tasks, organized according to their specific characteristics. The most important characteristic of adaptive test tasks is their level of difficulty, obtained empirically, which means: before entering the bank, each task undergoes empirical testing on a sufficiently large target sample of students. In general, the computer adaptive testing algorithm consists of the following stages:
A task suitable for the parameter is selected from the task bank.
The selected task is presented to the examinee, who answers it correctly or incorrectly.
The test ability score is updated based on this response.
Thus, the previous three steps are repeated until, according to a certain criterion, the assessment of the quality being measured is considered satisfactory, and testing is exited.
Due to the fact that nothing is known about the test taker’s abilities until he answers the first question, the test begins with an average level of difficulty.
Accordingly, to develop an adaptive test, the following components are required:
A bank of test tasks calibrated by difficulty level. The item bank must be calibrated according to a specific psychometric model (typically using IRT for quantitative assessments or Lawrence Rudner's MDT for tests involving nominative scoring). This component is the most important part of the adaptive test methodology and its basis.
Starting point (test entry algorithm). Most adaptive tests use a task of medium difficulty level to enter the test, but if any information about the test taker is known, another way to enter the test is possible.
Algorithm for selecting a task from a bank of test tasks. As discussed earlier, the metric of adaptive test items is typically specified by modern test theory (IRT). Accordingly, according to the model used, the task that is most informative for assessing the test taker is selected.
The procedure (algorithm) for collecting points. After answering each task, the assessment of the subject’s knowledge level is updated. If the test taker answers the item correctly, the CAT ranks the test taker's ability higher and vice versa.
Test exit criterion. The CAT algorithm selects tasks from a bank and evaluates the test taker's measurable ability. This may continue until the item bank is exhausted or the test exit criterion is met. As a rule, testing is interrupted when the standard error of measuring the test taker's ability falls below a certain predetermined level. This implies one of the advantages of adaptive testing - the unified accuracy of assessments of the test takers’ knowledge. Other test interruption algorithms are also possible. For example, if the test is designed to categorize test takers (pass/fail) rather than to quantify the ability being tested.
.4 Contextual tasks
A contextual task is a task of a motivational nature, the condition of which describes a specific life situation that correlates with the existing sociocultural experience of students (the known, the given). The (unknown) requirement of the task is the analysis, comprehension and explanation of this situation or the choice of a method of action in it, and the result of solving the problem is a meeting with the educational problem and awareness of its personal significance.
When creating a task context, you can rely on an event that has already occurred or imagine a situation that may occur.
Contextual tasks include tasks that occur in a particular real situation. Their context provides the conditions for the application and development of knowledge in solving problems that may arise in real life.
There are enough general education subjects in the school course that cause difficulties in studying them. It is impossible to successfully master even the basic level if the student’s independence and critical thinking are not sufficiently developed. The ability to analyze educational material, compare, generalize, as well as the ability to abstract are especially in demand in the classroom. Therefore, it is necessary to create tasks that develop the intellectual abilities of students.
· Contextual assignments contain questions and problems that the student encounters in his everyday practical life, literary sources, or they correspond to his professional interests and will find application in further education. The content of traditional and contextual tasks is aimed at monitoring the assimilation of the same elements of knowledge. However, the context of tasks of the second type is able to motivate the student to find an answer to the task, arouse interest from a practical point of view and create conditions for applying knowledge in situations that can arise in real life. Contextual tasks may involve an independent search for information missing to solve, its generalization and analysis, this allows one to evaluate the indicators of the development of the quality of students’ knowledge. Among them, the most important are:
· consistency - the student demonstrates logical reasoning, the ability to correlate various facts, consider them in a system, maintain consistency and logic in the actions necessary to solve a problem;
· meaningfulness - the ability to confirm the results obtained with examples, including from personal experience, to analyze the situation presented in the problem, to identify its patterns has been developed; justify the conclusions drawn and justify methods for solving the problem;
· effectiveness (functionality) - demonstrated skills and willingness to apply theoretical knowledge to solve practice-oriented problems;
· independence - the student demonstrates independent thinking, the ability to apply knowledge in changed situations.
An approach to constructing a contextual task.
Having determined the topic of the upcoming lesson, think about what this topic will teach students already May be known. Let's say this issue was studied earlier, in lower grades, or in the course of another subject. Students could learn something from various “extracurricular” sources: books, radio, television, newspapers - or as a result of their own life observations.
Determine what the content of the topic will be for students new, previously unknown or unconscious to them.
Think about what it might be personal significance the new knowledge that students will acquire in the upcoming lesson. In other words, formulate for yourself answers to the following questions: why do I think it is necessary and important for students to acquire this knowledge? What interest might they have in them? What in a new topic can surprise them and make them think about what they already know in a new way? Where can they find application for the acquired knowledge?
Formulate the answers to all previous questions in general - in the form of a personally significant problem. Its formulation can also have the nature of a question, but asked as if on behalf of the students.
Remember or come up with any life situation, by analyzing or acting in which students will be able to come to the realization and formulation of the personally significant problem that you have outlined as a starting point for entering a new topic.
Compose a text - a description of this situation, i.e. a description context task conditions, or use, if possible, ready-made texts, drawings, videos, etc.
Formulate a task that requires analysis of the situation or implementation of actions appropriate to the situation, i.e. formulate requirement context task.
· firstly, does it facilitate a “meeting” with the main problem, the solution of which will require students to carry out activities to acquire new knowledge relevant to the topic of the lesson;
· secondly, does this task contain guidelines for students to answer the question about the personal significance of new knowledge and skills. Let's give an example of a context task. Let's consider one of the optimization problems, which is called the “Transport Problem”.
Let there be M warehouses and N consumers.
Х i,j - quantity of products delivered from warehouse number i
Р i,j - costs of delivering a unit of product from warehouse i to consumer j
i = j=1Nxi,
quantity of products in warehouse number i
=i=1Mxi,
Quantity of products required ()
The initial data are shown in the table.
Solution.
) Fill in the data in the spreadsheet. To sign the array P, select the range C7:G10, call the context menu, select the command Range name, assign the name "P" and OK.
) Fill out the second table based on the conditions of the problem
) To cell O11 enter the formula = IF(P11=O12;"matches";"does not match")
) We give names to the arrays:
· select a range J7:N10, call the context menu, command Range name, enter the name “X” and OK.
· select a range O6:P10, call the context menu, select the Select command from the drop-down list, select the name in the line above and OK.
· select a range I11:N12, call the context menu, select the Select from drop-down list command, select the name in the column on the left and OK.
) To cell I13 enter the objective function =SUMPRODUCT(P;X).
7) To cell O7 enter the formula =SUM(J7:N7) and copy by dragging into cells with O8 By O10.
) Let's start with the solution. On the tab Data, menu item Analysis, Finding a solution.
) Window Finding a solution, Execute.
) In the window Solutions search results save the scenario "TZ1".
) We get the result.
) In the window Script Manager(Tab Data, menu item What-if analysis?) select a team Report enter the address of the target function and OK.
) Construct a diagram.
2.5 Interdisciplinary examination
An interdisciplinary exam is a method of final testing and assessment of the development of students’ educational competencies in the chosen profile.
The purpose of the final interdisciplinary exam is a comprehensive assessment of the quality and level of preparation of the student, compliance of the level of his preparation with the requirements of the state educational standard in the selected subjects.
During the exam, students perform a set of assignments, exercises, tasks aimed at identifying the intellectual and practical skills necessary to perform the profile level as a whole, as well as its components - actions and operations. Assignments allow you to test your level of mastery of the material studied.
The interdisciplinary exam allows you to:
1. evaluate the interdisciplinary knowledge and skills of students developed in courses of academic subjects;
2. develop cognitive interest in academic subjects;
To understand and comprehend the studied material more deeply;
To form a holistic perception of the natural science picture of the world.
During the implementation of practical-oriented tasks, students are given the opportunity to demonstrate acquired competencies.
The interdisciplinary exam is conducted in a format that allows you to give a complete and objective assessment of the acquired knowledge, skills and abilities.
At the first stage, a test control is carried out, the purpose of which is to check compliance with the requirements of the educational standard in terms of the content of the student’s educational training in the above disciplines.
At the same time, test tasks are divided into three groups according to difficulty levels, focused on different educational capabilities of students and different levels of their preparation. The assessment of this task is carried out accordingly. The final grade is formed from the sum of all points scored at the stages of the exam, then the score is converted into a five-point score.
This form of final certification allows you to give a full comprehensive assessment of the knowledge acquired.
.6 Testing the context task in practice
To conduct a study to test the hypothesis, it was decided to test the contextual task on the basis of school No. 183, where pre-graduation practice took place in the period from February 1 to March 3, 2014.
The experiment took place among students of the first subgroup of grade 7 "A" under the guidance of computer science teacher Yulia Valerievna Pogudalova. The number of students in the subgroup is 12.
As a result of observations of the class, based on conclusions obtained from a conversation with teacher Yu. V. Pogudalova, the following characteristics of the students can be given:
The average student achievement score in the group is 3.75. The level of motivation to study the subject of computer science is average. During the lessons, students showed little initiative, contact with the teacher is maintained only during the lesson, they respond poorly to participation in Olympiads and competitions in computer science, they are not interested in project activities, however, the children are quite disciplined, try to do their homework, and do not disturb the order in the lesson.
During the ascertaining experiment, students were given a questionnaire diagnosing knowledge about the nutrients of foods. The questionnaire was implemented on paper. Each student completed it on a separate sheet of paper.
What is calorie content? (Calorie is the energy contained in food).
List sources of protein (3 - 4 sources) (milk, cottage cheese, meat, eggs, fish).
Which foods contain the most carbohydrates? (3 - 4 foods) (vegetables, fruits, baked goods).
What are proteins for? (For cell growth).
What nutrients are included in any dish? (Fats, proteins, carbohydrates) (Appendix 1).
The percentage of awareness of the survey questions is shown in the diagram:
The questionnaire was proposed in anticipation of studying the topic “Computational Tables” in a computer science lesson. When studying this topic, a context task was used on the topic “Nutrients of foods” (Appendix 2).
Each component of a competency-oriented task is subject to the fact that this task should organize the student’s activity. This task can be used at the stage of mastering new knowledge and methods of action or consolidating knowledge and methods of action.
In this task, information competence is formed, information is processed, systematized and analyzed.
Students build an information model using source data. Using the knowledge and skills in Microsoft Excel acquired earlier, fill out the table. They use formulas, relative and absolute references in cells, and are able to stretch the formula (copy) so as not to type it again.
The SUM (range) function is also used for calculations. After the calculations, students can begin to analyze the information tabular model.
In order to confirm the hypothesis, at the end of the teaching practice, a repeat task was carried out to identify the level of students’ knowledge about the nutrients of foods.
Task "Composition of soup". Distribute the products included in the soup (free choice) into fats, proteins, carbohydrates. (Appendix 3)
The results of the formative experiment are presented in the diagram below:
The diagram shows that with the help of the contextual task, the test results are quite high, knowledge about proteins, fats and carbohydrates has increased. The average score for the group also increased slightly - 4.25.
After using the contextual task, there was an increased interest in the subject among students, and activity in the lessons also increased significantly.
It is worth noting that the use of contextual tasks by a computer science teacher will help to enhance the cognitive activity of students, increase the level of motivation for the subject, and also develop the creative activity of students. It can be noted that when using contextual tasks in a computer science lesson, students learn for themselves something new that is not included in the topic of the lesson, replenishing their information knowledge base.
.7 Testing knowledge on the topic “Number systems” using catenatest
As an example, consider the catenatest in the section Number systems. The content of the educational material is presented on the following topics:
Translation of numbers in positional number systems.
Abbreviated translation of numbers.
Arithmetic operations in the number system.
Catenatest chains should include tasks from these topics.
This catenatest was conducted on 8th grade students of a secondary school. The test lesson was prepared selectively. Each catenatest question corresponds to the students’ knowledge gained in the basic computer science course. Most students managed to answer the test questions correctly within the allotted time, which indicates the effectiveness of using this method of testing students’ knowledge. Catenatests can be used for all types of control: preliminary, current, thematic, final.
Properly organized, systematic, varied control contributes to the activation of cognitive activity, improving the quality of knowledge and skills of students. The main goal of control in a modern school is not to state knowledge and ignorance, but to identify the level of real learning of the child, his ability to apply the acquired knowledge in practice. All pedagogical efforts and the main forms of work, which include control, should be subordinated to this. Therefore, catenatest can be considered not as one of the types of rigid fixation of achievements, but as another way and opportunity for learning.
Conclusion
In the process of work in accordance with the assigned tasks, the following results were obtained:
1. A theoretical analysis of pedagogical and methodological literature on the problem under study was carried out. An extensive review of the literature on competency-based learning was carried out. Analysis of educational and methodological literature on methods for assessing knowledge made it possible to determine a list of basic concepts of competency-oriented learning, which include competency, competency, control methods, catenatest, contextual task, interdisciplinary exam, adaptive testing. We can conclude that these concepts will allow us to understand in more detail what competency-oriented learning is. A detailed study of these concepts in the future will contribute to the best study of competency-oriented training and will allow a more competent choice of method for assessing the results within this training.
2. The content of computer science education in basic school is analyzed. As a result of this analysis, a list of basic topics for organizing the assessment of learning outcomes through catena testing was determined.
Assignments on selected topics were compiled and tested in practice in a secondary school for students in grades 8 and 9. When developing the workshop, tasks were selected aimed at testing knowledge on the topics: Calculation tables, Number systems. All tasks were selected taking into account students’ knowledge of computer science in the general education course.
Thus, we can conclude that our hypothesis was confirmed. The correct control methodology encourages students to study more information and improve themselves. At the same time, knowledge and creative implementation in professional pedagogical activities of methods, techniques and means of managing the educational and cognitive process make it possible to successfully solve educational problems and achieve educational goals, to ensure the necessary systematicity and depth of control over the quality of students’ performance.
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Appendix 2
Lunch calories.
From one gram of carbohydrates a person gets 4.1 kcal, from one gram of fat - 9.3 kcal, from one gram of protein - 4.2 kcal.
A serving of borscht with fresh cabbage contains 3.6 g of protein, 12 g of fat and 24 g of carbohydrates.
A serving of goulash contains 24.3 g protein, 24 g fat, 7 g carbohydrates.
A serving of buttered potatoes contains 2.7 grams of protein, 7 grams of fat and 39 grams of carbohydrates.
How much energy will you receive:
· From every dish;
· Separately from proteins, fats and carbohydrates included in lunch;
· Of the entire lunch?
The solution of the problem.
) We form a table with the data provided by the problem condition.
2)
After we have created a table with the data, we will answer the first question: “how much energy will you get from each dish.” To do this, in the cell E8 enter the formula for calculating the calories of a dish =(B8*$B$2)+(C8*$B$3)+(D8*$B$4). Cells B2, B3, B4 Let's make them absolute, because when copying a formula to a cell E9, inclusive, the values of these cells will remain unchanged.
3) To answer the next question in the cell AT 12 let's introduce the formula =SUM(B8:B11)*B2. To calculate the amount in a range B8:B11 let's use the built-in function SUM. Thus, we calculated how much energy you will get separately from carbohydrates. Similarly, we find how much energy you will get from fats and proteins by changing the range for the function SUM and multiplying by the corresponding calorie content of the substance.
) When answering the last question you need to: add up the results of either the first question (values in the range E8:E11), or the values of the second question (values in the range AT 12:D12 ).
) Format the table (make a border, fill, alignment).
Appendix 3
Task "Composition of soup".
Divide the ingredients in the soup (free choice) into fats, proteins, carbohydrates.
An analysis of the pedagogical conditions necessary for the effective functioning of competency-oriented teaching technology in the system of secondary vocational education has been carried out. When identifying pedagogical conditions, the methodological and theoretical foundations of pedagogical research were taken into account, which can be presented in the form of requirements: the conditions must ensure the systematic implementation of competency-oriented learning technology, the implementation of a systematic approach, the phased implementation of competency-oriented learning technology in the secondary vocational education system, and should contribute to the intensification of educational activities students must take into account the individual characteristics of the future mid-level specialist. Identification of pedagogical conditions was carried out taking into account the content and features of the developed technology, the specifics of secondary vocational education, the social order of society, scientific achievements in the field of implementation of competency-oriented teaching technologies, and the author's experience in the field under study. As a result, we identified the following pedagogical conditions: a) practical training on the job in a corporate training and production center; b) organization of the educational process based on the “E-learning” system; c) continuous monitoring of the quality of professional training of students in secondary vocational education organizations.
corporate production center
pedagogical conditions
competency-oriented technology
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When developing competency-oriented learning technology in the system of secondary vocational education based on a systemic, activity-based and modular competency-based approach, it is necessary to highlight the main pedagogical conditions for its effective functioning.
Yu.K. Babansky, N.M. Yakovleva and others understand pedagogical conditions as a set of measures in the educational process that ensure the student achieves the highest level of activity. IN AND. Andreev rightly notes that pedagogical conditions are the result of “... purposeful selection, design and application of content elements, methods (techniques), as well as organizational forms of training to achieve didactic goals.” These conditions relate to the activities of the teacher and are external (objective) in relation to the student.
Agreeing with this opinion, it is also necessary to note that the training system can function under a certain set of conditions, since random and isolated conditions, as N.M. rightly notes. Yakovlev, cannot solve this problem effectively. Therefore, from the entire set of objects that make up the environment of the pedagogical phenomenon being studied, it is important to choose those that have a positive impact.
When identifying pedagogical conditions, the methodological and theoretical foundations of pedagogical research were taken into account, which can be presented in the form of requirements:
- The conditions must ensure the systematic implementation of competency-oriented learning technology and the implementation of a systematic approach.
- Conditions should ensure the gradual implementation of competency-oriented training technology in the system of secondary vocational education.
- It is necessary that the conditions contribute to the activation of educational activities of secondary vocational education students.
- The conditions must take into account the individual characteristics of the future mid-level specialist (needs, motives, professionally significant qualities).
Identification of pedagogical conditions was carried out taking into account the content and features of the developed technology, the specifics of secondary vocational education, the social order of society, scientific achievements in the field of implementation of competency-oriented teaching technologies, and the author's experience in the field under study. As a result, we identified the following pedagogical conditions:
a) practical on-the-job training at a corporate training and production center;
b) organization of the educational process based on the “E-learning” system;
c) continuous monitoring of the quality of professional training of students in secondary vocational education organizations.
Let's consider the first pedagogical condition - practical on-the-job training at a corporate training and production center.
The social order of the education system, determined by the Law of the Russian Federation “On Education”, the Federal State Educational Standard for Secondary Vocational Education, the Federal Target Program for the Development of Education, guides educational institutions to improve the quality of professional training of qualified specialists who are competent in modern technologies, capable of innovation and creativity in their field. workplace.
Society's demands for the quality of secondary vocational education are being implemented in order to implement transformations in the system of secondary vocational education aimed at competency-oriented training of specialists.
An objective need has arisen to reorganize the educational process, allowing, along with the study of disciplines, the formation of professional competencies in the profile of the future specialty.
The modular-competency approach in vocational education represents the totality of the student’s professional competencies as the goal of training, and the modular construction of the content and structure of vocational training as a means of achieving it. It is advisable to realize this goal in a corporate training and production center, in which the educational process consists of two interrelated parts: theoretical and practical. The purpose of theoretical training is a step-by-step study of the content of the functional duties performed, awareness of their necessity and logical feasibility. The theoretical part mainly consists of the independent work of a student trainee using an e-learning system (the Moodle software shell can be used as such a system) under the guidance of a teacher-methodologist. For this purpose, an interdisciplinary electronic educational and methodological complex on competencies is being developed and implemented into the educational process. The basis of the complex is electronic training manuals on competencies. The practical part of the training is carried out directly at the student-trainee’s workplace, where he performs his functional duties under the guidance of a mentor.
Let's move on to the description of the second pedagogical condition - organization of the educational process based on the system "E- learning» .
A modern educational institution needs to timely adapt to global changes occurring in the world community, meet international criteria for the quality of education, the requirements of employers and new technologies.
Teachers must meet the demands of the new audience to which they contribute knowledge. A modern student is a member of an online community of progressive youth, fluent in information technologies suitable for communication, work, and learning anywhere, at any time, in any format. Students perceive information better in high-tech paradigms that are close to them. The teacher must not only master the technology, but also understand the concept, turning from a source of information into a guide to the global world of knowledge. The rapidity of the modern world requires the use of the fastest and cheapest methods of knowledge generation and transfer processes. E-learning is one of the possible tools to solve this pressing problem of our time. One of the main definitions E-Learning states that e-learning E-learning, abbreviation from English. Electronic Learning) is an e-learning system, training using information and electronic technologies.
The recent experience of fairly intensive development and practical implementation of E-Learning methods convincingly proves that they provide a significant increase in the quality of the educational process and an increase in the level of knowledge of students. But this effect is achieved only in conditions of complex, systematic use of information technologies, with maximum use of their capabilities, as a result of which the technology of organizing the educational process radically changes.
When designing it for each academic discipline, the goals of strengthening the creative elements of learning, expanding the possibilities of monitoring students’ progress in mastering the theoretical and practical foundations of the subject being studied, reducing subjectivity and greater objectivity in assessing learning outcomes are invariably set. However, these goals can be fully achieved only if the technology for organizing the educational process ensures the minimum possible labor intensity, when it is focused on, so to speak, increasing labor productivity of both teachers and students. It should be noted that this side of educational technology has so far received very little attention in specific E-Learning developments.
While much has already been said about the development of lecture materials, the methods of implementing the workshop are an area that requires special approaches. And we can say that it is the level of technical solutions in the workshop that will determine the overall level of effectiveness of using E-Learning methods in the educational process in the context of the implementation of third-generation federal state standards, when the main learning outcomes should be acquired practical experience and developed professional competencies.
The third pedagogical condition is continuous monitoring of the quality of professional training of students in secondary vocational education organizations.
An analysis of psychological and pedagogical literature on the research problem shows that secondary vocational education is impossible without constant diagnostics of the correspondence of the actual results of the activities of a given pedagogical system to its intermediate and final goals. The final goals do not always, to one degree or another, correspond to the given, planned ones, but this situation is rarely taken into account by practitioners. However, omissions and shortcomings at any stage of work can become irreparable pedagogical losses, which are almost impossible to correct at subsequent levels of education, since its continuity is disrupted.
The main condition for the social effectiveness of vocational training is the inclusion in it of a powerful diagnostic block, which provides students with the opportunity not only to clarify their attitude towards this or that type of professional activity, but also to know their professionally important qualities, the degree and potential of them development. Thus, a person-oriented orientation of learning is manifested.
Innovative processes and the search for reserve opportunities to improve the quality of specialist training in the secondary vocational education system require a fundamentally new approach to diagnosing the development and self-development of educational systems. We are in solidarity with V.I. Andreev is that this is more consistent with pedagogical monitoring. Based on the above, we came to the conclusion that it is necessary to develop continuous monitoring of the quality of professional training of students in secondary vocational education organizations, which includes several stages.
Organizational and preparatory work involves determining the criteria and indicators of the phenomenon being studied. In order to make the goals fully diagnosed, that is, verifiable, and the process of secondary vocational education reproducible, it is necessary to put forward criteria for their achievement.
The theory of pedagogical monitoring describes in detail the feedback criteria necessary to manage the process of secondary vocational education:
- accuracy - the coincidence of the result and its assessment with the corresponding conventional norm;
- completeness - assimilation of the maximum possible number of elements of knowledge, connections and relationships of their elements, generalization of their content, implementation of methods of activity by students;
- adequacy - correspondence of the type of problems being solved to the type of thinking;
- the presence or absence of cognitive, emotional and behavioral relationships, their positive or negative orientation.
When developing criteria and indicators, we were based on internal (structural-logical) and external (compliance with the intended goal) indicators. The criteria for the level of formation of professional competence of a future specialist of average qualification level are professional knowledge, professional skills and personality, each of which represents a certain component of the content of secondary vocational education. A detailed description of the criterion-level scale is presented below (Table 1).
Table 1
Criteria-level scale for assessing the level of development of professional competence of a future mid-level specialist
|
Level |
Criteria |
Indicators |
|
Superficial assimilation of professional knowledge; lack of desire for research work. Empirical-everyday stage of development of thinking; lack of ability to solve high-quality interdisciplinary problems of increased complexity; superficial assimilation of connections and relationships of professional knowledge |
||
|
Professional orientation |
Cognitive inertia; lack of interest in professional activities |
|
|
Professional knowledge and skills |
Understanding the essence of the content of professional knowledge; desire to carry out research work. Empirical-scientific or differential-synthetic stage of thinking; ability to solve some professional problems of increased complexity |
|
|
Professional orientation |
Unsustainable interest in professional activities |
|
|
Professional knowledge and skills |
||
|
Professional orientation |
Sustained interest in professional activities |
Pedagogical diagnostics involves collecting information using selected methods depending on the age and individual characteristics of students, their level of preparedness; quantitative and qualitative processing of the results obtained with a focus on a criterion-level approach; making a pedagogical diagnosis through the following analytical actions: comparing the results obtained from data processing, establishing and analyzing cause-and-effect relationships that determined the state of secondary vocational education.
To determine the level of quality of specialist training in the system of secondary vocational education, we have developed pedagogical diagnostics based on the methods of S.A. Starchenko, N.F. Talyzina, A.V. Usova.
The criteria for judging the quality of secondary vocational education are professional knowledge and skills and the professional orientation of the student’s personality.
Analysis of diagnostic results associated with the procedure for searching and determining the causes of the current situation. Correction of educational content involves carrying out corrective work. Correction of external conditions involves eliminating the causes or overcoming factors that slow down the process of secondary vocational education, procedural and technological support for this procedure with forms, methods and means of education.
It should be noted that the continuous monitoring we have developed allows us not only to obtain reliable and sufficiently complete information about changes in the level of formation of professional competence of a future mid-level specialist, but also to identify ways to achieve more effective results, to detect what has not been taken into account and introduce it into the logic of the content of the technology.
Thus, the study of the essence of the problem of improving the quality of professional training of students in secondary vocational education organizations, the development and scientific justification of competency-oriented technology in the system of secondary vocational education, made it possible to identify and justify the necessary pedagogical conditions for its effective functioning.
Reviewers:
Salamatov A.A., Doctor of Pedagogical Sciences, Professor, Director of the Institute of Additional Education and Professional Training of the Chelyabinsk State Pedagogical University, Chelyabinsk.
Uvarina N.V., Doctor of Pedagogical Sciences, Professor, Deputy Director for Scientific Work of the Professional Pedagogical Institute of the Chelyabinsk State Pedagogical University, Chelyabinsk.
Bibliographic link
Kalinovskaya T.S. PEDAGOGICAL CONDITIONS FOR THE EFFECTIVE FUNCTIONING OF COMPETENCE-ORIENTED TRAINING TECHNOLOGY IN THE SYSTEM OF SECONDARY VOCATIONAL EDUCATION // Modern problems of science and education. – 2013. – No. 5.;URL: http://science-education.ru/ru/article/view?id=10493 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"