ОСОБЕННОСТИ ОЦЕНКИ ЛИЧНОСТНО-ПРОФЕССИОНАЛЬНЫХ КОМПЕТЕНЦИЙ ВЫПУСКНИКА ВЫСШЕГО УЧЕБНОГО ЗАВЕДЕНИЯ НА ОСНОВЕ ПРИМЕНЕНИЯ АССЕССМЕНТ-ЦЕНТРА

Abstract

In the course of the study, the theoretical and methodological grounds for using the assessment center in assessing the personal and professional competencies of a graduate of a higher educational institution were considered, an overview of approaches to understanding personal and professional competencies was provided, their current state was considered, and the possibility of using the assessment center in modern development conditions was assessed. higher education systems. This study substantiates the development of a model of personal and professional competencies, which is based on scientific and practical research, expert opinion of professionals, professional standards developed by the Ministry of Education and Science, as well as on the Passport of Competencies received by graduates of the Peter the Great St. Petersburg Polytechnic University (SPbPU) in the learning process. The competency model for each area has a general structure consisting of four main blocks: professional competencies, personal competencies, interpersonal competencies and self-development, but each of the presented blocks differs significantly in content depending on the profile of the education received. The use of the assessment center method for assessing the personal and professional competencies of graduates of higher educational institutions seems to be one of the most promising directions, since this procedure allows not only to assess the quality, but also to reveal its content for a particular graduate and make assumptions about the possibilities of developing competencies. Students’ passing through the assessment center allowed them to understand their personal and professional competencies more deeply and clearly, as well as to consider various ways to develop these formed competencies. Moreover, graduates directly link their development with the activities they plan to engage in after graduation. After participating in the assessment center procedure, students were able to more consciously approach planning their own trajectory of personal and professional development. They are able not only to set the final goal, but also to present in detail those on whom they will rely, set specific steps and deadlines for their implementation, as well as describe those personal and professional competencies that will help in achieving the goal and those that still need to be adjusted.