PhD (Philology), Associate Professor Tamila Shcheblykina

Kharkiv National Pedagogical University named after G. Skovoroda

Basic principles of monitoring of higher education students learning achievements

Proper monitoring of students' educational achievements becomes of special significance nowadays as it forms basis for ensuring high quality of students' training. This issue is highly important in terms of implementation of new educational standards based on competence approach.

Defining basic principles of educational achievements monitoring is one of the most crucial problems. When speaking about these principles scholars usually mean certain regulations, ideas and rules to be complied with during the monitoring activities.

On the basis of scientific literature analysis it was determined that scholars have different views concerning this issue. Moreover, in this publication we recognize that monitoring of students' educational achievements is a variation of general educational monitoring that is why we used scientists’ conclusions as for the choice of principles that should be applied for monitoring activities.

Thus, A. Mayorov claims that this system includes the following principles: integrity, priority of management, efficiency, scientific relevance, consistency, diversity and conformity of objectives to the means of monitoring procedures organization. According to A. Belkin, during different types of educational monitoring activities the following principles should be applied: continuity, scientific relevance, educational feasibility, diagnostic and prognostic orientation, predictability, integrity, consistency.

V. Andreev states that the implementation of educational monitoring must comply with the following principles: conceptuality, systematicity, binarity, control, predictability. According to M. Dubtsova, the implementation of educational monitoring should be based on the following principles: commitment, dynamism, duality, dialogueness, hierarchy, integrativity, complexity, consistency, predictability, optimality.

A. Hirba includes:

· transparency in the dissemination of information;

· competence and coherence of the management team;

· correlativity of systems of the results evaluation;

· timely response to possible changes in the development of the educational system.

Another group of scientists (V. Kalnei, J. Matros, N. Melnikov, D. Polyev, S. Shishov and others) claim that this monitoring should be based on the following principles: systematicity, consistency, continuity, completeness, functional completeness, structuring and specificity of feedback. L. Kukhar and V. Sergienko identified the following principles of educational monitoring: integrity, efficiency, priority of management, efficiency, scientific relevance, predictability, consistency, diversity.

According to V. Lozova, P. Moskalenko and G.Trotsko educational system monitoring should be guided by the following principles:

· objectivity;

· systematicity;

· publicity;

· comprehensiveness and differentiation of diagnostics, diversity of monitoring forms, ethical attitude to students;

· unity of teacher’s demands.

According to N. Baydatskaya, the basic principles of students' educational achievements monitoring are: continuity, scientific relevance, predictability, objectivity, regularity, sustainability, consciousness and activity, visibility, transparency.

We can conclude that scientists have different views concerning definition of the principles which should be considered when implementing educational monitoring and, in particular, monitoring of educational achievements of high school students. Tough, it should be mentioned, that scientists’ points of view do not contradict each other. It should be noted that there is a need to identify and theoretically substantiate one unified system of principles that will increase the efficiency of monitoring of university students learning achievements.

Taking into account different scientific positions outlined above it was concluded that aforecited system should include the following principles:

· scientific relevance (acquiring information by using modern scientific methods of monitoring);

· systematicity (monitoring of academic performance is implemented as a complete system, with all the components being closely related and have ordered connection);

· authenticity (acquisition of complete, accurate and objective information about students’ academic performance);

· validity (insuring that structure and nature of the received information about aspects of academic performance meet pre-task);

· continuity and cyclicity (monitoring process must take place continuously, without interruptions, providing a gradual transition from one cycle to the next one);

· differentiation (taking into account specific program material of each subject and individual characteristics of each student).

Thus, the study concluded that monitoring of the learning achievements of higher education students should adhere to the following basic principles:

· scientific relevance;

· systematicity;

· authenticity;

· validity;

· continuity and cyclicity;

· differentiation.

This will ensure the effectiveness of the process.