Педагогические науки/2. Проблемы подготовки специалистов
Колисниченко
А.Ю., студентка магистратуры
Тарнавская
Т.В., к. пед. наук, доцент, научный руководитель
Национальный университет биоресурсов и природопользования
Украины
Methods of assessing learning
There are two main aspects in the basis of the
ideas of many educators and researchers regarding the characteristics of
student competence. They are the unity of theoretical knowledge and practical
activities, and the results of teaching and learning activities in comparison
to the self-learning. The development of information society in the XXI century
sets new ideals, values, priorities, among which education is seen as one of
the three major indicators in the integrated assessment of the quality of human
life.
In the education reform process in Ukraine, the
ways to improve human welfare and strengthen Ukraine's prestige in the
international arena are defined, and the quality of education is declared a
national priority and a prerequisite to national security [1].
Improving the assessment of general education
and academic achievements of students in particular is one of the most
important tasks of pedagogy and school practice. The development and
implementation of innovative models of evaluation of an educational institution
is considered to be an important tool for implementing state requirements to
ensure the quality of secondary education and educational services.
The process of performance evaluation GEI is
carried out in accordance with State standard basic and secondary education
[2]. In particular, the International Standard specifies requirements for the
education of students and graduates of primary and high schools and state
guarantees, providing in this way the target level of educational quality and
objectivity of the educational institutions.
Evaluation of student achievements is an
integral and important part of the learning process [3]. The assessment is a
quantitative expression of the results of student s’ work. It promotes
awareness of their achievements, creates a sense of responsibility, creates a
desire to learn better, and stimulates their further activity.
Let us consider the basic concepts that define
the essence of the evaluation of higher school performance.
Quality of knowledge is an education category.
It expresses the amount of knowledge about the object of study, the depth of
the knowledge and their efficiency (the ability to use knowledge in similar
situations); flexibility (the ability to independently find different ways of
applying knowledge under varying conditions); specificity (the ability to
expand the knowledge); and generality (the ability to apply specific knowledge
in its basic form [4; с. 302-303].
According
to Lee Dunn [5], when considering assessment methods, it is particularly useful
to think first about what qualities or abilities you are seeking to engender in
the learners. He writes that Nightingale et al [6] provide eight broad
categories of learning outcomes which are listed below:
1. Thinking critically and making
judgements
(Developing
arguments, reflecting, evaluating, assessing, judging)
2. Solving problems and developing
plans
(Identifying
problems, posing problems, defining problems, analysing data, reviewing,
designing experiments, planning, applying information)
3. Performing procedures and
demonstrating techniques
(Computation,
taking readings, using equipment, following laboratory procedures, following
protocols, carrying out instructions)
4. Managing and developing oneself
(Working
co-operatively, working independently, learning independently, being
self-directed, managing time, managing tasks, organising)
5. Accessing and managing
information
(Researching,
investigating, interpreting, organising information, reviewing and paraphrasing
information, collecting data, searching and managing information sources,
observing and interpreting)
6. Demonstrating knowledge and
understanding
(Recalling,
describing, reporting, recounting, recognising, identifying, relating &
interrelating)
7. Designing, creating, performing
(Imagining,
visualising, designing, producing, creating, innovating, performing)
8. Communicating
(One and
two-way communication; communication within a group, verbal, written and
non-verbal communication. Arguing, describing, advocating, interviewing,
negotiating, presenting; using specific written forms)
References
1. Про Національну доктрину розвитку освіти: Указ Президента України № 347 від 17 квітня 2002 р. // Офіційний вісник України. – 2002. – № 16. – C. 860.
2. Постанова Кабінету Міністрів України від 14 січня 2004 року № 24 [Електронний ресурс]. – Режим доступу : http://zakon2.rada.gov.ua/laws/show/24-2004-%D0%BF
3. Давыдов В.В. Проблемы развивающего обучения. – М.,1986.
4. Малафіїк І.В. Дидактика: Навчальний посібник. – К. : Кондор, 2005. – 397 с.
5. Selecting methods of assessment. Adapted by Lee Dunn from: Morgan, Chris (1999) Southern Cross University, New South Wales, Australia. (Unpublished material for Southern Cross University booklet 'Assessing Students'). Retrieved from http://www.brookes.ac.uk/services/ocsld/resources/methods.html
6. Nightingale, P., Te Wiata, I.T., Toohey, S., Ryan, G., Hughes, C., Magin, D. (1996) Assessing Learning in Universities Professional Development Centre, University of New South Wales, Australia.