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

Learning outcomes assesment - 080200

Currently, there is still no clear answer to the issue of the competences and student learning outcomes assessment methodology in accordance with the Federal State Educational Standard, there is no identity of views on the development of pedagogical measurement materials for evaluation of competencies within the requirements of the Higher Vocational Education Federal State Educational Standard.

Resolution of III Russian Scientific and Practical conference "Assessment of competences and learning outcomes of students in accordance with the requirements of the Federal State Educational Standard", March 29-30, 2012, Plekhanov Russian University of Economics

Modern assessment principles

Connection between assessment and learning process

Focus on competenc ies

Necessity of independent learning outcomes assessment procedures development

Presence of standards, pedagogical measurement instruments, indicators, criteria, norms and scales of assessment

Organization of through procedures and standardized evaluation methods which allow to make a comparative analysis of the education quality

General model of learning outcomes assessment

The procedure of tools development and preparation

General model characteristics

Tool features

Purpose of the measurement (evaluation) Participants, their role and needs. Methods of results processing and storing. Methods of results analysis.

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.

Stages of work, including all the necessary expertise. Staff provision. Organizational , technological and other types of support.

Problems associated with the determination of the measuring materials content

1. Significant diversification of subject content in Federal State Educational Standard of vocational education . 2. Disciplinary approach limitation in the development of vocational 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 standard tasks solved by specialist. 5. Interdisciplinary nature of the overall cultural and part of professional competence and skills require the using of heterogeneous and integrative measurement materials. 6. Assessment of educational achievement in types of activity which related to the high skill levels can not be based on traditional forms of measurement materials.

3 to learning outcomes Analysis of approaches

Upgrade of existing assessment tools in higher education assessment of students and graduates for their competency, setting the development of new competence-oriented tools and technology validation are necessary.

Analysis of approaches to learning outcomes

The system of educational program results evaluation development should provide

Openness and transparency

Objectivity and adequacy of assessments

Usage of direct methods of assessment

Students and teachers motivation

Requirements to learning outcomes

The learning outcomes are defined in terms of knowledge, skills, experience and competencies

Learning outcomes conform with at least one program goal

Each learning outcome is formulated in such Learning outcomes a way that the must be clearly student or graduate defined, was able to understandable to demonstrate students, teachers, his/her employees and achievement external experts and respectively during to allow effective development or at assessment the end of the program

Taken together, the results of training on the individual modules of the program should lead to the achievement of the learning outcomes of the educational program in general

Requirements to learning outcomes

In order to estimate the level of competencies should

Describe the results (descriptors) in a simple and unambiguous terms, that they were clear to students, teachers, colleagues, employers and external experts

Assess whether its really to achieve educational outcomes by available resources within the available time

ATF assesment tools found - 080200

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 meet their 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

- 080200
When an assessment tools fund is created the following factors should be considered: didactic-dialectical relationship between educational achievement and competence, the distinction between "educational outcomes" and "level of development of competences; competence are formed and developed not only through the assimilation of educational content, but also the educational environment of the university; - Innovative design assessment tools should include an assessment of the creativity capacity; - In assessing the level of students competencies formation should be created an environment as close as possible to their future professional practice; - In addition to individual assessments should be used group and mutual evaluations; - On the basis of assessment an analysis of achievements should be carried out, emphasizing individual and group results, indicating the way forward.

Assesment tools fund formation

Analysis of approaches to learning outcomes assessment

The structure of the assessment tools fund can include: - Program and the schedule of control and evaluation activities; - competency model and competency assessment program in accordance 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 methodical materials defining the procedure of discussing the results with the students, and recommendations for the assessment accumulation and their using in the portfolio of the student;

Analysis of approaches to learning outcomes assessment

Training program for assessors and experts in control and evaluation procedures; 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 criteria for their assessment; Methodical materials defining procedure of examination; Methodical materials for the final qualification which determine the procedure and criteria for assessing the compliance level of Higher Vocational Education Federal State Educational Standard training requirements, based on the preparation, execution, and protection of the final qualifying work.

Analysis of approaches to learning outcomes assessment

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

Portfolio

Portfolio - its a pedagogical technique of working with results of cognitive and academic activities of students, which can be used for analysis 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 as one of the ways of forming a self-organization a key competence of high school graduates .

Portfolio

Competence-based tests - 080200

Competence-based tests should be developed within the criterialoriented approach with different levels of detail: for each competence or for each cluster of competencies. Tests include competenceoriented tasks. The content of such tasks should include educational information. The process for the response and the contents of the answer to the task should be associated with future professional activity of high school graduates.

- 080200

Case meters

Case meters include special problematic tasks in which students are encouraged to understand the real life situation that reflects the practical problem and update a certain set of skills. Case meters allow to assess the level of competencies formation, the development of creative abilities of students, focus on a particular model of professional situations.

Professional conflictological tasks

The first type of learning situations - tasks on direct observation, familiarization and based on them reproducible representations of the conflict and phenomena related with it. The second type of learning situations - tasks for the development of simple and complex mental operations of the interpretation and evaluation of the arguments of the conflict and phenomena associated with it. The third type of learning situations - form the tasks on generalization and systematization of previously learned ways of conflictological analysis and experience of creative conflict activities.

Professional conflictological tasks classified into six groups: diagnostic, prognosis, promotion, prevention, modeling and conflicts solving tasks.

Professional conflictological tasks

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 and Internet 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 the example of particular organization. The development of training in formation of conflictological employees' competence. Project development in management and resolution of individuals conflict interaction.

Sources of information

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 Federal State Educational Standard of Higher Professional Education : establishment of assessment tools funds for the assessment of high schools students in the implementation of competence-oriented basic educational programs of a new 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 vocational education and secondary vocational education on the competence-based approach. Textbook. Yekaterinburg, Institute of 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 generation basic 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 learning outcomes associated with the Bologna process. : http://www.bolognabergen2005.no/EN/Bol_sem/Seminars/04070102Edinburgh/040620LEARNING_OUTCOMESAdams.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 University of 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 higher education : 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.

Thank You For Your Attention!

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.