Geraschenkova Svetlana Mikhailovna,

Head of the department, Ministry of Education and Science RF, Russia

THE LEADING CRITERIA OF PROFESSIONAL TRAINING ASSESSMENT AS COMPONENTS OF AN INNOVATIVE – PEDAGOGICAL METHOD

Abstract. The article substantially describes the leading criteria of professional training assessment (citizenship, information literacy, working relationship between individual and staff, general cognition, multi-ethnicity, motivation, communication, environmental literacy) as components of an innovative pedagogical method.

In the Russian professional education tasks of training quality improving of specialists for innovative economics are delivered at the state level policy documents such as the Concept of modernization of Russian education [5], the Concept of long-term socio -economic development of the Russian Federation for the period up to 2020 [4 ] and other regulations of the Ministry of Education of Russia, particularly in the National Doctrine of education in the Russian Federation until 2025 [6]. As published on the official website in the Plan of the Ministry of Education and Science of the Russian Federation for the years 2013-2018, developed in the framework of the orders of the President of Russia on the preparation of the federal executive authorities plans, aimed at solving problems set in the decrees dated by May 7, 2012 № 596-606, the top 10 goals are outlined, one of which is represented as "Forming of an independent evaluation of the quality of education" (see also the Decree of the President of the Russian Federation dated by May 7, 2012 № 597 "On measures for the implementation of state social policy", paragraph 1," k "). That’s why it is relevant to note that the essential content of education modernization is to transform the system to ensure its sustainable development based on the advanced nature of innovative scientific research focused on the identification and justification of the complex strategies integration that have become a mechanism of modernization and the basis for the development of innovative educational technologies [1].

The modern Russian society is rapidly being reformed, actively leaking global socio-economic, political, scientific and technical processes have a significant impact on all aspects of public life, and especially on the education as the most important social institution. In the article 2 of the Federal Law "On Education in the Russian Federation" education is presented "as a single purposeful process of teaching and training, which is a socially significant benefit and implemented in the interests of an individual, family, society and the state, as well as a set of acquired knowledge, skills, values, experience activities and competence of certain size and complexity in order to develop a person intellectually, spiritually, morally, artistically, physically and (or) professionally, to meet his or her educational needs and interests" [10]. The formation of educational content, including vocational education, should be focused on the final result and, as a consequence, in this connection it is necessary to implement educational technologies based on competencies, which, in turn, requires a revision of targets, principles and content of the training in vocational education. The final result of the educational system serves an individual, capable of ensuring the competitiveness of economy, high level of spiritual culture of society and development of high technologies.

In the field of education and learning the development of competencies is the ultimate goal, and competences themselves (see [10]), expressing the ability to apply knowledge, skills, experience and relationships in familiar and unfamiliar situations present the results of training. The training based on competencies, orients students to activity and self-development of knowledge and skills in general, having taken over the management of their training. Therefore the evaluation methods possess a teaching character and allow to measure holistic mastered competencies, rather than individual knowledge and skills [8]. This feature has become the base for creating a method of determining the training, which is a system of rules and operations needed to study the professional development of an individual, as well as factors influencing its outcome. The method of professional learning determination refers to this class of artificially created open systems which cannot function without the participation of the subject of analysis: "It is the use of the scientific method does ... The monitoring system and adapts itself to the ambient conditions to achieve these goals" [4]. The purpose of this method is based on specific mechanisms and resources to assess the quality of vocational education acquired during the training program in the system of additional professional education.

In GOST R ISO 10015-2007 the main objective assessment of educational results is presented as a proof of achievement of learning objectives, including the assessment of learning results [5]. The input data for the assessment of educational results are the number of students training on programs of additional vocational education and the teaching plan, as well as registered data on the hold training. The analysis and validation of educational results can be made by counseling, monitoring, testing and validation of listeners’ work. The evaluation process involves the collection of data and preparation of the assessment report. The data of the research is the input data of the hold monitoring process, including: contingent (number of students), evaluation criteria, and analysis of the collected data and interpretation of the results, conclusions and recommendations derived from the evaluation of the professional education quality.

Taken into account when assessing the four possible levels of listeners activity fulfilment or four types (levels) of tasks in the field of the received knowledge, skills and personal qualities which are necessary to perform certain labour, official functions (certain types of employment, performance management, professions): PО_k+PО_s+PО_ex+PО_pq=Q_по (quality of professional training), where Qno is a component of the requirements put forward to Knowledge (k), Skills (s), experience (ex) and personal qualities (pq) are considered. The level of every criteria evaluation is from 1 to 10 points. The leading criteria for assessing the professional training as components of an innovative-pedagogical method include:

- Citizenship as knowledge about various phenomena of nature and society, studied social values, respect for morality, rules of behaviour, personality traits that characterize it as a unit of civil society – a citizen who is independent, initiative, able to defend his own opinion, who has a need for socially important civic activity, able to work in a group (team), possessing a set of abilities to manage his emotions and civic activity [7];

- Information literacy as a deep understanding of the basic theoretical principles of information technology and possession of practical skills: demonstration of basic knowledge and skills ownership, understanding of the basic proposition of computer science in the amount represented by the standards of the International Society for the students education informatization, improvement of knowledge and skills in ICT, possession of information culture;

- Relationship between an individual and the staff as the ability to be opened to the society, to carry out cross-language communication with representatives of the target language (in particular, with the inclusion into the decision significant public and personal life problems), to form the experience of citizens in the sphere of civil and international behaviour, countering immoral events;

- General cognition as having the appropriate knowledge and skills in any area, as well as the ability to express thoughts in accordance with the norms of the literary language;

- Multi-ethnicity in the aspect of spiritual values;

- Self-development as the ability to understand other people, the world's diversity, respect for human life in different cultural and social contexts, manifestation of fantasy, imagination, sense of humour, confidence in the decision;

- Motivation as the need for professional knowledge, an attempt to new achievements (including professional activity);

- Communication skills, ie the ability to be friendly, to help close and distant people, desire for peace;

- Environmental literacy as the ability to design livelihoods because of its economic, social and environmental impacts on human environment, health and safety of their life, free choice activities to meet the individual needs and interests, participation in a collective planning of life, structuring of social relationships with others on the basis of mutual understanding and co-creation, acquisition and improvement of environmental knowledge, skills, obtaining significant results of subject 's own activity [9], etc.

The assessment of training based on competences suggests and provides an individual approach to the evaluation of listener’s achievements according to the above mentioned criteria of corresponding with various methods and qualitative assessment of symptoms, which are a factor of motivation and encouragement for the achieved results.

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