review of evaluation learning methods within the competence-based approach

7/29/2019 Review of evaluation learning methods within the competence-based approach

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Samara State Technical University

Review of evaluation learning methods

within the competence-based approach

Work group: Yulia N. Gorbunova, Anna V.

Bykova, Olga J. Kalmykova

Project manager

Dr. of Economics, Professor Galina P.

Gagarinskaya

Coordinator Irina G. Kuznetcova


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Currently, there is still no clearanswer to the issue of thecompetences and student learningoutcomes assessment methodology inaccordance with the Federal StateEducational Standard, there is noidentity of views on the development ofpedagogical measurement materialsfor evaluation of competencies withinthe requirements of the HigherVocational Education Federal StateEducational Standard.

Resolution of III Russian Scientific and Practicalconference "Assessment of competences and learning

outcomes of students in accordance with therequirements of the Federal State Educational

Standard", March 29-30, 2012, Plekhanov RussianUniversity of Economics

Learning outcomes assesment


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Modern assessment principles

Focus on

competenc

ies

Connectionbetween

assessment

and learning

process

Necessity of

independent

learning

outcomes

assessment

procedures

development

Presence ofstandards,

pedagogical

measurement

instruments,

indicators,

criteria, normsand scales of

assessment

Organization of

through

procedures and

standardizedevaluation

methods which

allow to make a

comparative

analysis of the

educationquality


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The procedure of tools

development and

preparation

Stages of work, including

all the necessary

expertise.

Staff provision.

Organizational ,technological and other

types of support.

Tool featuresGeneral modelcharacteristics

Measurement objects,

rubricators in conjunction

and learning outcomes

on individual modules of

the program should

generally result in the

achievement of the

educational program

learning. The structure

and arrangement tasks.

Work conditions.

Evaluation system.

Purpose of the

measurement

(evaluation)

Participants, their role

and needs.

Methods of resultsprocessing and storing.

Methods of results

analysis.

General model of learning outcomes assessment


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1. Significant diversification of subject content in FederalState Educational Standard of vocational education .

2. Disciplinary approach limitation in the development ofvocational education measurement materials.

3. Fragmentation of educational outcomes which are subject

to evaluation.4. Necessity of competence manifestation indicators

allocation requires decomposition of professional activity,highlighting some of its steps (procedures) and standardtasks solved by specialist.

5. Interdisciplinary nature of the overall cultural and part of

professional competence and skills require the using ofheterogeneous and integrative measurement materials.

6. Assessment of educational achievement in types of activitywhich related to the high skill levels can not be based ontraditional forms of measurement materials.

Problems associated with the determination of the

measuring materials content


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3

Upgrade of existingassessment tools inhigher educationassessment of students

and graduates for theircompetency, setting thedevelopment of newcompetence-orientedtools and technologyvalidation are necessary.

Analysis of approaches to learning outcomes


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Usage of direct

methods of

assessment

The system of educational program results evaluation development

should provide

Analysis of approaches to learning outcomes

Objectivity and

adequacy of

assessments

Openness and

transparency

Students and

teachers

motivation


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Requirements to learning outcomes

Learningoutcomes

conform with

at least one

program goal

The learning

outcomes aredefined in terms

of knowledge,

skills,

experience and

competencies

Each learning

outcome is

formulated in such

a way that the

student or graduate

was able todemonstrate

his/her

achievement

respectively during

development or at

the end of the

program

Learning outcomes

must be clearly

defined,understandable to

students, teachers,

employees and

external experts and

to allow effective

assessment

Taken together, the

results of training on

the individual

modules of theprogram should lead

to the achievement

of the learning

outcomes of the

educational program

in general


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Requirements to learning outcomes

In order to estimate thelevel of competencies

should

Assess whetherits

really to achieve

educational

outcomes by

available resources

within the available

time

Describe the results(descriptors) in a

simple andunambiguous

terms, that they

were clear tostudents, teachers,

colleagues,employers and

external experts


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Assessment tools fund is a set of

teaching and reference measurement

materials for assessing the level of

competencies formation at different

stages of students training and

graduates certification tests to meettheir training requirements of the

relevant State Education Standard of

Higher Vocational Education to

complete the development of basic

education program in a certain

direction or specialty

ATF assesment tools found


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When an assessment tools fund iscreated the following factorsshould be considered:

didactic-dialectical relationshipbetween educational achievementand competence, the distinction

between "educational outcomes"and "level of development ofcompetences;

competence are formed anddeveloped not only through theassimilation of educationalcontent, but also the educationalenvironment of the university;

- Innovative design assessment toolsshould include an assessment of thecreativity capacity;

- In assessing the level of studentscompetencies formation should becreated an environment as close aspossible to their future professional

practice;- In addition to individualassessments should be usedgroup and mutual evaluations;

- On the basis of assessment an analysisof achievements should be carried out,emphasizing individual and groupresults, indicating the way forward.

Assesment tools fund formation


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The structure of the assessment tools fund can include:- Program and the schedule of control and evaluation activities;

- competency model and competency assessment program inaccordance with the levels of training and specialty profile;- A set of control and assessment materials for assessment the

competencies formation level;- methodological materials which determine competence procedures

assessment in all phases of testing;- The requirements to evaluation organizers qualification;- Technologies and treatments of the competence evaluation results

processing;- Sets of indicators and criteria of evaluating the competencies formation

levels and scale of assessment in accordance with the control objectives;

- Guidelines for the assessment results interpretation and methodicalmaterials defining the procedure of discussing the results with the students,

and recommendations for the assessment accumulation and their using inthe portfolio of the student;

Analysis of approaches to learning outcomes assessment


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Training program for assessors and experts in control and evaluationprocedures; Bank of statistics and monitoring program performance;

Portfolio structure and the availability of statistical information for users; Program final exam for graduates in areas of training; Set of tasks intended for presentation at the graduate exam and criteriafor their assessment;

Methodical materials defining procedure of examination; Methodical materials for the final qualification which determine theprocedure and criteria for assessing the compliance level of HigherVocational Education Federal State Educational Standard trainingrequirements, based on the preparation, execution, and protection of thefinal qualifying work.



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situational and behavioral tests

tests of information processing efficiency personality questionnaires

interview

strategic interview method observation questionnaire content analysis of documentation assessment the level of key competencies development tests on using in definition of disciplinary and interdisciplinary

competences rating model monitoring model which includes creation of achievements

portfolio debates and discissions presentation



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Portfolio - its a pedagogical technique of working with results ofcognitive and academic activities of students, which can be used foranalysis and assessment of educational outcomes and development of

self-reflection.Technology of portfolio can be a pedagogical assessment tool of

professional, research and communication skills of the student, as well asone of the ways of forming a self-organization a key competence of highschool graduates .

Portfolio


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Portfolio


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Competence-based tests shouldbe developed within the criterial-oriented approach with differentlevels of detail: for each

competence or for each cluster ofcompetencies.Tests include competence-oriented tasks. The content ofsuch tasks should includeeducational information. Theprocess for the response and thecontents of the answer to the

task should be associated withfuture professional activity of highschool graduates.

Competence-based tests


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Case meters include specialproblematic tasks in whichstudents are encouraged tounderstand the real life situationthat reflects the practical problemand update a certain set of skills.

Case meters allow to assess thelevel of competencies formation,the development of creativeabilities of students, focus on aparticular model of professionalsituations.

Case meters


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Professional conflictological tasksclassified into six groups:diagnostic, prognosis, promotion,prevention, modeling and conflicts

solving tasks.

The first type of learning situations- tasks on direct observation,familiarization and based on themreproducible representations of theconflict and phenomena related withit.The second type of learningsituations - tasks for the

development of simple and complexmental operations of theinterpretation and evaluation of thearguments of the conflict andphenomena associated with it.The third type of learningsituations - form the tasks ongeneralization and systematization

of previously learned ways ofconflictological analysis andexperience of creative conflictactivities.

Professional conflictological tasks


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Analytical review of the literature on the specific theoretical and practical aspects

of organizational conflict resolution: note taking, annotating, referencing the

scientific and methodological literature.

Advanced study of individual topics conflictology with additional literature andInternet resources usage.

Modeling of specific conflict situations and their cartographic analysis.Management decision-making in conflict management on the basis of Ishikawa.

Research in the issues of conflict interaction in the organization.

Project to develop a content of professional activities of a conflict-manager on theexample of particular organization.

The development of training in formation of conflictological employees'competence.

Project development in management and resolution of individuals conflict

interaction.

Professional conflictological tasks


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1. The Bologna Process: Midway / Under editorship of Dr. of Pedagogical Sciences , Professor V. I. Baidenko. Moscow:Research Center of quality issues of specialist training, The Russian New University, 2005. 379 p.

2. N. F. Efremova V.G. Kazanovich, Assessment of quality of training of students within the requirements of the FederalState Educational Standard of Higher Professional Education : establishment of assessment tools funds for theassessment of high schools students in the implementation of competence-oriented basic educational programs of anew generation higher education: Adjusting of organizational and methodological materials of thematic cycle seminary. Moscow: Research Center of issues quality of specialist training, 2010. 36 p.

3. O.V. Temnyatkina Assessment of educational outcomes of students of educational institutions of primary vocationaleducation and secondary vocational education on the competence-based approach. Textbook. Yekaterinburg, Instituteof Regional Education Development, 2009.

4. Design of the main high school educational programs in implementing of tiered training based on federal state

educational standards/ Under editorship of S.V. Korshunov. Moscow: Bauman Moscow State Technical University,2010. 212 p.

5. Using of learning outcomes in designing of educational programs, Ural Federal University : /O.I. Rebrin. Yekaterinburg:Ural Federal University, 2012. Yekaterinburg : LLC Azhur Publishing House 2012. 24 p.

6. S.R. Gidrovich, I.I. Egorova, A.Ju. Kurochkin Competence-based approach to the formation of the third generationbasic educational programs. St. Petersburg.: Publ StPSUEF, 2010. 107 p.

7. Adam, S. Learning outcomes current developments in Europe: update on the issues and applications of learningoutcomes associated with the Bologna process. :http://www.bolognabergen2005.no/EN/Bol_sem/Seminars/04070102Edinburgh/040620LEARNING_OUTCOMES-Adams.pdf.

8. Design Guidance of Masters programs in accordance with EQF and EUR-ACE European standards/ Authors: O.V. Boev,A.A. Kriushova, E.S. Kulyukina, A.I. Surygin, J. Freeston, D. Heitmann, A.I. Chuchalin; Under editorship of O.V. Boev, N.

Grunwald G. Heitmann. Tomsk: Publ. Tomsk Polytechnic University, 2011. 60 p.9. M.B. Chelyshkova, V.I. Zvonnikov, O.V. Davydov. Assessing of competencies in education: Textbook/ State Universityof Management, Association for Education in Management. Moscow.: State University of Management, 2011. -229.

10. Drinka Zarema Zabirovna. Didactic conditions of preparation students to solve professional conflictological problems :dissertation of Candidate of Pedagogical Sciences: 13.00.01.- Kaliningrad, 2000.- 159 p.

11. N.V. Samsonova. Conflictological culture of specialist and technology of its formation in the system of highereducation : Monography. - Kaliningrad : Publ. Kaliningrad State University,2002. - 308 p., 2002

12. G.S Berezhnaya, Formation of conflictological competence of teachers of general education institutions : Monography

/ G.S Berezhnaya Kaliningrad: Publ. Immanuel Kant Russian Federal University, 2007. 229 p.

Sources of information


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Thank You For Your Attention!

This project has been funded with support from theEuropean Commission.

This publication [communication] reflects the viewsonly of the author, and the Commission cannot be

held responsible for any use which may be made ofthe information contained therein.

review of evaluation learning methods within the competence-based approach

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