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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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080200
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.
Analysis of approaches to learning outcomes assessment
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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
Analysis of approaches to learning outcomes assessment
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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.