Using the grade-rating system assessing the knowledge when teaching informational and legal disciplines in universities of law enforcement agencies

Anatolii Nikolaevich Grigorev,Violetta Vladimirovna Fadeeva,Natalya Vitalevna Bichan,Irina Vladimirovna Dzyadevich,Arina Chermenovna Kodoeva,A.A Pavlovna,E.G Gimpelson,I.P Koryakin,M.V Bavsun,M.K Intykbayev

doi:10.1051/shsconf/202110805004

Abstract

This article discusses the practical experience of using the grade-rating system for assessing the knowledge of cadets in educational organizations within the Ministry of Internal Affairs of Russia when using the Moodle virtual learning environment. The advantages and disadvantages of the grade-rating system are analyzed.

Highlights

In the Kaliningrad branch of the Saint Petersburg University of the Ministry of Internal Affairs of Russia, the grade-rating system was first implemented to assess and register the students’ progress in information and legal disciplines in the 2013-2014 academic year
The grade-rating system allows the teacher to objectively evaluate and reliably differentiate categories of students with different levels of academic achievements, and the category of successful students with a high level of needed training is freed from the need to pass an exam and doesn’t suffer from the session stress
The grade-rating system promotes the need for systematic independent activity among students in academic and extracurricular time, activating interest in searching for new solutions and developing scientific and creative activity” [2]

Summary

Introduction

In the Kaliningrad branch of the Saint Petersburg University of the Ministry of Internal Affairs of Russia, the grade-rating system was first implemented to assess and register the students’ progress in information and legal disciplines in the 2013-2014 academic year. The grade-rating system promotes the need for systematic independent activity among students in academic and extracurricular time, activating interest in searching for new solutions and developing scientific and creative activity (creative competence)” [2]. This system has its disadvantages, the bulkiness of traditional paper accounting records, in particular. These circumstances forced the transition from an “analog” graderating system for assessing and accounting students’ progress to a “digital” one, and to the implementation of appropriate software platforms

Methods

The midterm assessment

The instructor-led assessment

The final assessment