Safontsev S. A., Safontseva N. Y.

Title of the article Batching Prin­cip­le of Ra­ting Po­int Accru­al
Authors Sa­fontsev S. A., Sa­fontse­va N. Y.
In the section CONSULTATIONS
Year 2014 Issue №4 Pages 146
Type of article   Index UDK   Index BBK  
Abstract The paper analyzes characteristics of the postindustrial educational system, including the credit competence assessment, academic loads, and module-rating discipline structure. The employers’ judgments, reflected in the survey outcomes, make it possible to single out the most significant competencies for students to master. Such findings are regarded as a foundation for developing the assignment modules, integrating the problematic, testing and projecting tasks, designed to master necessary competences; their effectiveness is estimated by using the criteria of behavioral psychology. The paper demonstrates the sequences of monitoring assessment of students’ academic achievements, and recommends the batching principle of rating point accrual, based on criterion-oriented evaluation standards, reflecting students’ competence levels. The authors identify the basic competence indicators: interest in the subject, reflections on the test results, and inner motivation for project activities. The complex of batching equations is given for developing the training cards of academic disciplines, and guaranteeing the effectiveness of education system.
Download abstract.pdf
Index terms competency, module, rating, monitoring, expertise.
References

1. Globalization of Education: concepts and systems credits. Moscow: Maket DS Korporejshn, 2005. 496 p. (In Russian)

2. Dewey J. Psychology and Pedagogy of thinking (as we think). Moscow: Labirint, 1999. 192 p. (In Russian)

3. Saaty T. Decision making. Analytic hierarchy process. Moscow: Radio i svjaz’, 1993. 316 p. (In Russian)

4. Safontsev S. A., Popov S. V., Safontseva N. Yu. Their qualitative measurement in monitoring the structure and content of educational programs. Standarty i monitoring v obrazovanii. [Standards and Monitoring in Education]. 2005. № 4. Р. 20–23. (In Russian)

5. Safontsev S. A., Safontseva N. Yu. Developing a model of competence of graduates of the University. Izvestija Juzhnogo federal’nogo universiteta. Pedagogicheskie nauki. [SFU: pedagogic science]. 2012. № 1. Р. 85–93. (In Russian)

6. Safontsev S. A., Safontseva N. Yu. The objective function of conceptual assimilation of information. Alma mater (Vestnik vysshej shkoly). [Alma mater (Journal of Higher School)]. 2013. № 11. Р. 47–51. (In Russian)

7. Shihov Ju. A. The level of training of students in the «profile school – technical college»: Comprehensive qualimetric monitoring. Innovacionnye programmy i proekty v obrazovanii. [Innovative programs and projects in education]. 2011. № 5. Р. 48–52. (In Russian)

8. Spencer L. M., Spencer S. M. Competence at work. Moscow: HIPPO, 2005. 384 p. (Тranslated from English)

9. Thorndike E., Watson J. Behaviorism. Learning principles based on psychology. Psychology as a science of behavior. Moscow: AST-LTD, 1998. 704 p. (Тranslated from English)

10. Epstein R. M., Hundert E. M. Defining and assessing professional competence. JAMA. 2002. № 287 (2). Р. 226–235. (Тranslated from English)

11. Glaser R. Instructional technology and the measurement of learning outcomes: Some questions. American Psychologist. 1963. № 18. Р. 519–521 (Тranslated from English)

12. Russell J. D. Modular Instruction. Minneapolis: Burgess Publishing Co., 1974. 126 p. (Тranslated from English)

 

  • 1184 reads
You are reporting a typo in the following text:
Simply click the "Send typo report" button to complete the report. You can also include a comment.