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Lubova T.N., Islamgulov D. R.
Bashkir
State Agrarian University, Russia
COMPETENCE APPROACH IN TRAINING:
ASSESSMENT OF THE QUALITY OF EDUCATION
A modern interpretation of
the quality of educational outcomes is inextricably linked to the
competency-based approach, the appearance of which is unavoidable and natural
consequence of the development of educational systems. The introduction of
competence-based approach has greatly affected all components of the learning
process and demanded substantial revision of the content of education, methods
of teaching and traditional undergraduate monitoring and evaluation systems.
To say now, whether
justified all expectations and the expectations of the competence model of
training to improve the quality of educational outcomes, it is impossible. Much
depends on how will be implemented this approach in the education system, and
from the many, still open questions:
- whether state-public
associations and the academic community of the universities in Russia to create
a viable scheme of interaction with employers in the process of implementing
the Federal state educational standards for different areas of training?
- whether incorporated in
the Federal state educational standards of competence will allow with high
probability to predict future professional success of graduates, that is, in
other words, do these skills have high predictive validity?
- whether he was transferred
to the taxonomic range of "know – to be able to own" and the list of
disciplines in the structure of the basic educational program with a set of
competences for the different cycles in the development of Federal state
educational standards?
- whether carried out major
restructuring of the content and methods of training with a focus on the
competence model of training?
- is whether the
institutions and structures involved in the state accreditation, to create an
adequate competence-based approach to monitoring and evaluating the quality of
training of graduates with high predictability?
The answers to these and
many other questions not yet exist, they will only give long-term practice of
introduction of competence approach in Russian education. In the allocation of
methods and technologies of training is necessary for the formation of students
' competencies in mastering the basic educational program need from the entire
list, including lectures, seminars and practical classes, discussions, business
games, discussions, workshops, papers, reports and presentations, analytical
and reflective essays, and other projects, to highlight those that are active
in nature and adequate competence-based approach. Since the formation of
competencies, primarily based on the development of interdisciplinary skills,
these new methods of learning should:
- to develop the skills of
the interdisciplinary nature that is based on the transfer of knowledge through
analysis, processing and transformation of information of a substantive nature;
- be oriented towards the
formation of generalized disciplinary skills, an attempt to formulate them was
made in federal state educational standards in the left column of the structure
of the main educational program as projected results of mastering the training
cycles and sections;
- contribute to
strengthening the applied, practical nature of the content of training and
supervision;
- to activate cognitive
skills of students;
- to intensify the activity
character of instruction and the creative independence of the students.
To implement the competence
approach in training, it is also necessary to change the methods and means of
control. The development of reliable and valid meters for the assessment of
competencies requires a number of steps: - defining the competencies of the
university part of the main educational program, taking into account the
specifics of the individual training profiles and master programs; - expert
clustering of competencies; - building a competence model for the preparation
of a bachelor's or master's degree; - planning the content of meters; -
development of tasks for competence tests or other innovative measuring tools
and their expertise; - conducting evaluation procedures, collecting empirical
data on a representative sample of students, primary correction; - conducting
factor analysis of empirical data, their statistical processing, correction of
the structure of clusters; - conducting a survey of employers on the results of
the practice of students or the work of graduates; - an estimation of
prognosticism of validity of meters, their reliability and construct validity; -
correction of evaluation tools, their content, form, number of tasks and
evaluation headings.
The core of such a
systematic approach should be the methodology of pedagogical measurements, the
leading principles of its application include:
- a combination of
quantitative and qualitative measurement levels;
- Involvement of
psychodiagnostic techniques and special theory for assessing changes in the
level of competence formation;
- taking into account the
set of factors that influence the formation of competencies, their analysis by
linear hierarchical modeling methods;
- ensuring high reliability
of the measurement results;
- ensuring a high
constructive, meaningful and predictive validity of measurement results;
- application of methods for
analyzing the dimensionality of the measurement space and the use of
multidimensional scaling methods;
- application of long-term
scientific measurements in certification processes, transition to a monitoring
regime for the process of forming competencies;
- application of various
meters;
- use of statistical methods
for analyzing data on the quality of students' training;
- a combination of external
and internal expertise in attestation.
Literature:
1 Islamgulov, D.R.
Competency-based approach to learning: assessing the quality of education /D.
R. Islamgulov, T.N. Lubova// Moderni vymozenosti vedy – 2016: materialy XII
mezinarodni vedecko – prakticka conference. – Praha: Publishing House
"Education and Science" s.r.o, 2016. – 7 dil. – P. 59-63.
2 Islamgulov, D.R.
Module-rating system of training and assessment of knowledge – specifics of
implementation / D. R. Islamgulov, T.N. Lubova // Modern scientific Bulletin. –
2015. – T. 7. - No. 1. – P. 70-78.
3 Lubova, T.N. The use of
testing in the organization of independent work of students /T.N. Lubova, D.R.
Islamgulov// Modern scientific Bulletin. – 2015. – Vol. 12. – P. 44-48.
4 Lubova, T.N. New
educational standards: features of the implementation /T.N. Lubova, D.R.
Islamgulov// Strategiczne pytania swiatowej nauki – 2016: XII Materialy
miedzynarodowej naukowi-praktycznej konferencji. – Przemysl: Nauka i studia,
2016. – volume 5. – P. 3-6.
5 Islamgulov, D.R.
Module-rating system of training and assessment of knowledge – specifics of
implementation [Text] / D. R. Islamgulov, T.N. Lubova // Science and
civilization – 2016: Materials of the XII international scientific and
practical conference. – Sheffield: Science and education ltd, 2016. – volume 8.
– P. 17-23.
6 Islamgulov, D. R.
Competence - based implementation of the objectives of the FGOS /D.R.
Islamgulov, T.N. Lubova// Actual problems of teaching socio-humanitarian,
natural - science and technical subjects in the conditions of modernization of
higher school: materials of international scientific-methodical conference /
Bashkir GAU. - Ufa, 2014. - P. 133-137.
7 Islamgulov, D. R.Application
of professional standards in the development of basic professional educational
programs /D.R. Islamgulov, TN. Lubova // Realization of educational programs of
higher education within the framework of GEF VO: materials of the All-Russian
scientific and methodological conference. The Bashkir State University. - Ufa,
2016. - P. 161-170.