Abstract
The article deals with theoretical aspects of monitoring cadets` learning abilities in 1960-1980 years. The author states that in this period the traditional system of control was characterized by the lack of objectivity. The reasons for the subjectivity of the assessment system in the publications of those years were not associated with the lack of standardized control means, but with the ambiguity of learning objectives and the requirements for the levels of knowledge acquisition. Scientists proposed various ways to improve control, based on the introduction of learning outcomes, typology of knowledge, special performance indicators, usually too subjective and contrived to be really useful in the learning process. Basically, these approaches were suitable only for testing the simplest levels of educational activities and did not affect the creative levels of its implementation. Depending on the type of training programs the special methods of checking and correction of learning outcomes were used in the programmed training. Since there were no effective methods of using pedagogical tests and skills in their development in programmed control, the simplest types of learning abilities were tested, the tasks were simplified and involved the choice of one or more ready-made answers, and hidden psychological components of learning, understanding the material, logic of cadets, communicative abilities remained outside the scope of tests.
Highlights
One of the leading trends in improving the quality management systems of higher maritime education in Ukraine is the implementation of state educational standards which increased attention to assessing the level of studentsprofessional mastery
In this context, monitoring the studentslearning abilities in maritime educational institutions in the late twentieth century is an important tool for determining effective methods of monitoring the vocational training at the present stage
Since there were no effective methods of using pedagogical tests and skills in their development in programmed control, the simplest types of learning activities were tested, the tasks were simplified and involved the choice of one or more ready answers, and the hidden psychological components of learning, understanding the material, logic of cadets, communicative abilities remained outside the scope of tests (Protokoly zasidan, 19: 4)
Summary
One of the leading trends in improving the quality management systems of higher maritime education in Ukraine is the implementation of state educational standards which increased attention to assessing the level of studentsprofessional mastery. Focusing on this trend requires scientifically sound tools for continuous measurement, analysis and improvement of results, and a new view of their content, which is expressed in determining maritime studentslearning abilities as a decomposition of professional and personal competence at all stages of training In this context, monitoring the studentslearning abilities in maritime educational institutions in the late twentieth century is an important tool for determining effective methods of monitoring the vocational training at the present stage
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