Abstract
The scholars admit such issues of higher education quality as the lack of flexibility, the lack of practical skills of Russian graduates in conditions of constant changes, the discrepancy of assessment materials to the quality of education. One of the reasons for the existence of these shortcomings is the lack of unity in the interpretation of the concepts of “competence” and “educational result”, which leads to some abstraction in determining the planned results of the development of educational programs, complicates both the process of their design and objective assessment of higher education quality. The article aims to clarify the concept of “educational result” as a condition of the objective assessment of education quality and the description of its model. To achieve the goal, such methods as the analysis of the literature, analysis of best practices in the design of educational results, survey, and ranking were used. The educational concept is defined as a set of actions mastered by a student, characterized by specificity, achievability within established timeframe, measurability, thus, providing an objective assessment of the education quality. The model of educational results in the process of preparing undergraduates for project, research and organizational and management activities is described. It has become the basis for the design of the basic professional educational program. The scientific novelty is that the model of educational result of mastering the module of the master's program in the direction 44.04.01 “Pedagogical Education” was comprised. The problem of concretization of educational results of the development of graduates of the main professional educational programs was determined. The list of specific, measurable educational results for the design of educational programs that provide an objective assessment of the quality of education can be used in education practice.
Highlights
Цель статьи состоит в уточнении понятия «образовательный результат» как условия объективной оценки качества образования и описание его модели
One of the reasons for the existence of these shortcomings is the lack of unity in the interpretation of the concepts of “competence” and “educational result”, which leads to some abstraction in determining the planned results of the development of educational programs, complicates both the process of their design and objective assessment of higher education quality
The list of specific, measurable educational results for the design of educational programs that provide an objective assessment of the quality of education can be used in education practice
Summary
2.2 Способен выделять научную исследовательскую проблему в контексте реальной профессиональной деятельности и проектировать программы ее изучения. 2.3 Готов использовать современные научные методы для решения научных исследовательских проблем. 2.5 Способен представлять научному сообществу научные исследовательские достижения в виде научных статей, докладов, мультимедийных презентаций в соответствии с принятыми стандартами и форматами профессионального сообщества. 3.2 Способен привлечь других субъектов образовательного процесса (заинтересованных сторон) к реализации программ и проектов руководимого направления в интересах обеспечения эффективности образовательного процесса и достижения образовательных результатов. 3.3 Способен организовать работу (в том числе – привлечь специалистов) по разработке инструментов (отбору из числа имеющихся) для оценки результативности программ и проектов, реализуемых образовательной организацией. 3.4 Способен организовать работу, направленную на содействие непрерывному и устойчивому совершенствованию руководимого направления деятельности, коррекции образовательной стратегии, программ, планов. 3.5 Способен организовать мониторинг потребностей рынка, запросов и требований местного сообщества, обучающихся и их родителей (законных представителей) для определения стратегии образовательной организации
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