Abstract
The purpose of this paper is a development of approaches and recommendations on the selection of quantitative and qualitative component structure of disciplinary competencies, as well as ways of its formal description. One of the main problems, which it is necessary to decide while developing a studying and methodical discipline complex (for example, a discipline program, a fund of estimation tools, etc.) of competence-oriented educational program, is designing of a component structure of each part of competence (a disciplinary competence), that is involved in the formation of the discipline. In this case, a significant impact on this process has not only the content of thematic plan and selected kinds of class and self works of students, but proposed control tools and diagnosing methods of learning outcomes specified in the competency format. Methods. It is proposed to use joint (testable) design component structure of disciplinary competencies and control tools (tests, test materials), check the level of development of their constituent elements described in the triad of «to know», «to be able to», «to master». Requirements to the basic quantitative and qualitative properties of disciplinary competence component structure are formulated and substantiated. A structure of diagnostic table that makes it possible to set a correspondence between disciplinary competence elements and components and their control tests, and also to fix outcomes of current control of development level (test reactions in the binary and not binary alphabets) is proposed and analyzed. A classification of diagnostic tests is given; their impact on format and properties of diagnostic table is shown. Scientific novelty. The approach to designing of a testable component structure of disciplinary competence is proposed; it allows setting some properties of control object, which can increase procedure effective and decoding precision of diagnosis of learning outcomes specified in the competency format. The sub product of using some methods of technical diagnosis for their application in the learning outcomes quality control on the competence-oriented educational programs is given. Practical significance. The research implications can be useful while designing of component structure with showing properties, and will allow teachers to make a test procedure more effectively and qualitatively; it is possible for student to estimate more adequately current level of training that is most significantly under a size and role of student self-work increase. The recommendations and guidelines for selection of a diagnostic table format may be used for designing disciplinary programs and estimating of tools funds in educational programs, wherein learning outcomes are specified in the competency format.
Highlights
Разработку компонентной структуры дисциплинарной компетенцией (ДК), выбор способов формирования – видов аудиторной (АРС) и самостоятельной (СРС) работы студентов – и средств контроля производит ведущий педагог, отвечающий за проектирование учебно-методического комплекса дисциплины (УМКД)
The approach to designing of a testable component structure of disciplinary competence is proposed; it allows setting some properties of control object, which can increase procedure effective and decoding precision of diagnosis of learning outcomes specified in the competency format
А. Реализация алгоритмов дешифрации результатов безусловного и условного поиска при проверке уровня освоения элементов дисциплинарных компетенций // Образование и наука
Summary
Д.) и компетентностно-ориентированной образовательной программы, является проектирование компонентной структуры каждой части компетенции (дисциплинарных компетенций). Разработана и проанализирована структура таблицы диагностирования, позволяющая установить соответствие между компонентами дисциплинарных компетенций и контролирующими их тестами, а также зафиксировать результаты текущего контроля уровня освоения. Описан подход к формированию контролепригодной компонентной структуры дисциплинарной компетенции, позволяющий придать объекту контроля свойства, повышающие эффективность процедуры и точность дешифрации диагностирования результатов обучения. Построение контролепригодной компонентной структуры дисциплинарной компетенции дает возможность педагогу более качественно проводить проверку знаний, а студенту – более адекватно оценивать свои достижения, что особенно важно при увеличении объема самостоятельной работы. Рекомендации по выбору формата таблицы диагностирования могут быть использованы при проектировании рабочих программ и фондов оценочных средств по дисциплинам и разделам образовательных программ, в которых результаты обучения представлены в компетентностном формате.
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