Оцінка сформованості фахових компетентностей

Abstract

The article considers the actual problem of pedagogical diagnostics of the formation of professional competencies of engineering students. Based on a thorough analysis of the educational and professional program "Electrotechnics, electric power engineering and electromechanics" twelve professional competencies were identified, they were correlated with the program results defined in the state standard and possible diagnostic tools were proposed, such as tasks on virtual stands, tasks on physical stands, professional-focused tasks. Such an approach was due to the understanding that professional competencies are cross-curricular in nature, and the possession of them involves not only acquired knowledge, skills and abilities, but also the ability to use them in future professional activities, understanding its content and having the ability to overcome problems arising in production. A method of assessment of professional competencies is proposed, which is based on the principle of differentiation and foresees testing each specific competence using three diagnostic tools, which provided the identification of the level of the fundamental and practical knowledge, ability to work with equipment and solve unusual situations that may arise in production. The following methods were used in the study. Theoretical - analysis and synthesis of research related to pedagogical diagnostics, works in which methods of information visualization are analyzed; design for the development of a program-designer "star of competencies" using the software package MATLAB. Empirical - expert assessment to identify tools for diagnosing the formation of professional competencies common among teachers; diagnostics of formation of professional competences of students by means of testing, interrogation. The visual image of the "competence star" is offered, which allowed to solve a number of tasks: to provide ease and speed of perception of the learning outcome; informational content due to the simultaneous presentation of the results of the formation of twelve competencies and the ability to analyze each separately; to realize better the level of achievements according to the formation of the program results defined in the educational standard.