Abstract
At the present stage of higher education development, a qualimetric approach to the organization of monitoring the readiness of university students and graduates to perform professional tasks is actively developing within the framework of the internal education quality assessment system. The use of pedagogical qualimetry technologies, and in particular, the method of expert assessments, makes it possible to standardize and algorithmize diagnostic measures aimed at assessing the formation of students” competencies at different stages of their development of basic educational programs of higher education. This approach is also relevant in assessing the quality of subject-methodical training of students, future teachers of mathematics, in the aspect of learning to work in the context of the development of the paradigm of education individualization. Within the framework of the research, a criterion model for assessing the level of special methodological training of students and future teachers has been proposed, and quantitative indicators of the formation of professional competencies have been developed based on the allocation of cognitive, activity and motivational-value components in their structure. At the same time, the weighting coefficients of the significance of each quantitative indicator in the proposed model are determined based on the method of group expert assessments. In the course of the research conducted at the Oryol State University named after I.S. Turgenev the application of qualimetric technologies was tested in the development of criterion models of competencies and the design of assessment tools to assess the level of professional competencies formation of students enrolled in specialized bachelor”s and master”s degree programs. As part of the pedagogical experiment, the diagnostic measures were carried out to assess the level of professional competencies formation of future teachers and their readiness to solve special tasks of pedagogical activity aimed at the development and support of schoolchildren with pronounced mathematical abilities.
Published Version
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