Comparative Analysis Of Objective Assessment And Self-Assessment Of University Graduates' Professional Identity

Abstract

Training at university involves assessment of the outcomes of educational activities aimed to form graduate’s professional identity. The need to obtain objective information concerning the level of professional identity of a university graduate has led to analyzing the available scientific and pedagogical experience in the field of assessment and assessment procedure. Consequently, it caused the need to turn to search and selection of methods for implementing the complex objective assessment procedure in conjunction with the students’ self-assessment, development of tools for an objective assessment of personal, meta-subject and subject outcomes, self-assessment. The method of humanitarian examination of university graduates’ training achievements has been adopted as one of the methods of external objective assessment. With the purpose to identify self-assessment, interactive technologies of pedagogical workshops, pedagogical laboratories and training through sensory perception were applied. The combination of methods of external (objective) assessment and internal and analysis of the results enabled to conclude that it is necessary to take into account the combination of regulatory requirements and developed criteria in the assessment process. The results of the experiment led to the conclusion that not all of the studied professional identity indicators are assessed adequately from the standpoint of an independent objective assessment and from the standpoint of subjective self-assessment. The positions of an expert and a student do not coincide in assessing the value-behavioral component. The results of the study subjected to statistical processing confirmed the need to develop psycho-pedagogical approaches and a special diagnostic technique.