Demonstration Exam in the Modern System of Assessment Funds at the Pedagogical University

Abstract

Introduction. The problem of the study involves the need to find effective procedures for assessing the competence and level of readiness for professional activities of future specialists, their readiness to work in conditions of uncertainty. The aim of the study is to identify the possibilities of using the demonstration exam to improve the quality of implementation of educational programs of higher education and to ensure the effectiveness of the assessment procedure. Methods: analysis and synthesis of analytical data, dissertation researches, regulatory and legislative framework. Outcomes. It is revealed that one of the options for improving the assessment procedure in the structure of final certification in pedagogical education is a demonstration exam. The content of the tasks, regardless of the training profile of future teachers, is based on the provisions of professional standards, which determines their form – situational tasks, problem tasks or cases. Tasks can be based on the main subject type of activity, or include a general pedagogical situation and be included in the fund of assessment tools. The created funds of assessment tools, provided for by the requirements of exemplary educational programs, are a system for assessing the level of competence formation. Conclusion. The practice-oriented, objective and visual nature of the demo exam makes it possible to identify the level of formed competencies and assess possible gaps for further refinement of the graduateʼs professional qualities in the educational process. The authorʼs innovation consists in the use of a demonstration exam for internal independent assessment of the quality of education, external assessment of determining the level of training of teachers by the university, final and intermediate assessments.