Level Of Competence Formation Research Articles

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

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.

The Model of the Digital Competence Profile of Pedagogical University Students

The article actualizes the assessment of the competencies of students of a pedagogical university through the systematic collection and analysis of the level of competence formation in the process of mastering the main professional educational program. The need to monitor and evaluate the development of students’ competencies makes it possible to identify the absence or insufficient level of competence formation among students and make appropriate managerial and pedagogical decisions to improve the quality of the educational process. One of such means is the digital competence profile of a student of a pedagogical university, by which the authors understand the system of collecting, analyzing and visualizing a set of competencies that are formed and developed by students as a result of mastering the basic educational program and extracurricular activities necessary for the implementation of professional pedagogical activity, presented digitally in the information and educational environment of the university. The article presents a model of the digital competence profile of pedagogical university students, identifies structural elements and functional relationships between them. The purpose of the article is to develop a model of the digital competence profile of pedagogical university students, to identify objects and subjects of the digital profile, to determine the structural elements of the digital profile of a pedagogical university student, to identify functional relationships and relationships between the structural elements of the model. Methodology and methods of research. The study was carried out on the basis of the modeling method and the structural and functional method, which provides identification of the structural elements of the digital profile of a student of a pedagogical university, determination of functional relationships and relationships between structural elements and their functions relative to each other. Conclusion. The model proposed by the authors is aimed at tracking the level of formation of the digital profile of competencies during the transition from formal assessment of knowledge to informal assessment of abilities, forming an individual route of formation in the context of a successful individual career trajectory of a student of a pedagogical university. The model is the basis for the development of an information system of a digital tool and can be used to monitor and evaluate the professional competencies of students of a pedagogical university.

Адаптивное оценивание в аттестационных процедурах студентов и выпускников

The competency-based approach, which today serves as the basis for the design and implementation of educational programs for the training of professional specialists, provides a certain set of competencies formed by students and graduates (universal, general professional, professional) as learning outcomes. It is possible to assess competencies as latent characteristics only in activity. This latent characteristic, which is the reason why students and graduates are able to perform professional tasks, is the goal of measurement. But in practice, observable assessments of abilities or skills for performing quasi-professional tasks are obtained, according to which conclusions about the level of formation of latent competencies are made. In turn, the implementation of the competency-based approach involves a change in approaches to assess learning outcomes, since it is impossible to talk about obtaining objective (reliable), comparable (valid) and reliable information about achieved learning outcomes and the level of competency formation. This gives rise to the need to refer to a mixed (biparadigm) methodology of educational measurements, on the one hand, and a special mathematical apparatus of the modern test theory (Item Response Theory — IRT), designed to assess the latent parameters of the subjects and the parameters of the tasks of the assessment tools, on the other hand. The proposed approaches to the organization and conduct of certification procedures for students and graduates provide objective, comparable and reasonable results. Unlike traditional formats for conducting the state exam for the final certification of graduates, adaptive assessment is attractive from the point of view of obtaining more accurate estimates of examinees’ parameters (level of preparedness or level of competence formation) due to fewer tasks and creating a “success situation” for each student in the measurement process through machine algorithms selection of such tasks that he will be able to perform. IRT algorithms based, for example, on the maximum likelihood method, make it possible to implement the humanistic ideas of control and evaluation activities. To implement any of the described adaptive approaches in the intermediate or final certification, the following conditions must be met: availability of a bank of calibrated tasks with stable characteristics (difficulties, differentiating ability) or algorithms for their cloning; availability of computer programs or software and instrumental environment (service, platform) that use one or more selected IRT models that help achieve the highest possible measurement accuracy when assessing the level of preparedness or the formation of student competencies; availability of specifications for assessment tools that ensure the meaningful validity of the measurement results. From a didactic point of view, the latter condition is especially important, since in order to obtain objective and comparable results during certification, it is necessary to take into account the content elements of the educational program, the verification of which is planned in the specification of the assessment tools.

Theoretical aspects of the technological competence formation in the teacher of labor training and technology

The article highlights the results of a theoretical study of the educational process of training students of the specialty 014.10 Secondary education (labor training and technologies), namely, the formation of technological competence, as an important element of professional competence. The components, established pedagogical conditions, selected pedagogical methods and criteria for formation and establishment of the technological competence formation level among the students of higher education have been determined.

Адаптивність у теорії здоров'язбереження та валеологічній освіті

Adaptive technologies are important tools of modern education, which allow flexibly adjusting the materials of educational disciplines to the needs of students and educational conditions without loss of quality. The quality of education is related to the level of competence formation of graduates. In order to meet the requirements of the state higher education standards, graduates of Ukrainian higher education institutions must develop valeological competence, which will allow them to preserve their health and, if necessary, restore it. The aim of the study was to determine the limits of adaptability of valeological disciplines in the system of Ukrainian higher education. The materials of the study were the curriculum of the discipline "Health Pedagogy", which has been taught since 2019 at the Ukrainian Engineering Pedagogics Academy (Kharkiv city). The scientific publications of other Ukrainian researchers, who deal with the theory and practice of formation of valeological competence among students of higher education institutions of Ukraine, were also studied. It was established that adaptive technologies are used both in the content and in the forms of teaching valeological disciplines. A sign of the successful adaptation of the discipline to the conditions of the COVID-19 pandemic and war is the opportunity to form valeological competence in students at a sufficient level, despite the need to switch to distance and mixed learning. Other signs of adaptability are the ability to teach the discipline to students of full-time, evening and correspondence forms of education, to change the requirements for the levels of competence formation for bachelors and masters, for inclusive and gifted students. The content of the topics of the disciplines can be adapted to the conditions of the time, which was demonstrated by the example of the topic of providing emergency care in critical conditions of the discipline "Health Pedagogy". The limitations of adaptability are the prohibition to violate the principles of evidence-based medicine and the confidentiality of information received from students by teachers of valeological disciplines. The value of the adaptability of valeological disciplines lies in the possibility of supplementing the general theory of adaptation.

АДАПТАЦІЯ СИСТЕМИ ОЦІНЮВАННЯ УСПІХІВ НАВЧАННЯ ДО КОМПЕТЕНТНІСНОГО ПІДХОДУ НАВЧАННЯ

The article solves the problem of assessing the academic success of students studying the disciplines Health Pedagogy and Fundamentals of Medical Knowledge and Health-Saving, taking into account the need for the formation of such components of valeological competence as cognitive, activity, motivational-value and personal. It is proposed to use the functionality of the Moodle learning environment to assess the level of competence formation. The strategy of joint formation of competencies by various departments of a Higher Education Institution within the educational program is described. Proposed mechanisms for harmonizing the results of the qualitative assessment of competence formation with the system for assessing academic success in the European Credit Transfer and Accumulation System.

Approaches to the study disciplines of the information technologies' cycle in the economy

Introduction. The paper analyzes the works of scientists on the development of competences in the researched disciplines of the information technology cycle. The distribution of competencies according to different methodologies is shown. The classification of competencies is described. The technological toolkit of a single informational and educational environment has been studied. The concept of accumulation of competences is highlighted. The purpose of thr paper is to investigate the implementation' methodology of the competence approach to the study of the information technology' cycle disciplines Results. The paper presents the main software products. The author's vision of solving the problem of information technology development in universities is presented. The competency-based approach is determined by the pan-European trend of building educational programs of higher education - Tuning and its use in the educational process of Ukraine. The study of general competencies was one of the most important tasks of the implementation of the Tuning project in the educational process. Obtaining the planned results of the educational process is facilitated by the effective organization of independent work of the discipline "Internet technology" with the use of a single informational and educational environment. In such conditions, the approach to evaluation changes. The usual setting of grades for the discipline turns into tying grades to individual competencies that the student must acquire in the process of learning. The assessment for each work becomes multi-component. It has been established that the technological toolkit of a single informational and educational environment is an effective means of assessing the level of competence formation of higher education seekers. To use it, you need to create a "Competence Repository". Conclusions. Summarizing, we can draw the following conclusions. Thus, mastering the content of the disciplines of the cycle of information technologies by students of higher education in the conditions of a single informational and educational environment allows to speed up the process of obtaining and consolidating information, simplifying its perception, mastering a large amount of educational material in a fairly short period of time. Most higher education students are happy to learn new technologies with the help of their devices, develop intellectual abilities and try to increase their level of use of Internet technologies. And teachers get the opportunity to shape the development trajectories of each student; fundamentally new opportunities for the organization of research, project activities and adaptation of educational material to real life; fundamentally new opportunities for knowledge transfer: video lectures, webinars, video broadcasts, integrated practical classes, cooperative laboratory work; online communication. Therefore, the combination of face-to-face and remote forms of education is the next evolutionary step towards providing the educational process with the properties of adaptability, flexibility, openness and mobility.

ALGORITHM OF STRUCTURAL-PARAMETRIC SYNTHESIS OF VISUALIZATION SYSTEMS OF TRAINING COMPLEXES

This article discusses the solution of the problem of increasing the economic efficiency and quality of training of ergatic systems personnel when using training complexes by choosing the optimal parameters of the visualization system. The specificity of the task lies in the fact that in the course of its solution, the system structure is first determined, reflecting the categories of visualization equipment used, as well as the software implementation of the virtual representation at a high level of abstraction. In addition, the final solution to the problem of structural-parametric synthesis should ensure not only the maximum possible quality of information display when the conditions for economic and time costs are met, but also guarantee the necessary level of professional training. To determine the most optimal structure of the visualization system, an algorithm of structural-parametric synthesis of the visualization system has been developed, taking into account all of the above aspects of creating a training complex. Based on the proposed algorithm, a simulator visualization system for training miners based on a VR helmet and VR controllers has been developed. The training complex allows you to work out such actions as notification of the occurrence of an emergency situation, search for an escape route, as well as the use of fire extinguishing skills. After obtaining the optimal solution to the problem of synthesizing a simulator for training a miner, experimental studies were conducted to test the algorithm’s operability with a new focus group of subjects. As an alternative, a more cost-effective solution based on a monitor and a keyboard with a mouse was considered. The results of the comparison showed that the alternative solution does not provide the necessary level of competence formation in a timely manner. The proposed simulator allows you to get both the best quality of mastering and shorter terms of mastering.

Professional competencies of future software engineers in the software design: teaching techniques

The article is devoted to one of the competence components of a mobile-oriented environment for professional and practical training of future software engineers. It is shown that the introduction of higher education standard 121 “Software Engineering” for the first (bachelor) level of higher education in Ukraine has generated a number of training quality assurance problems associated primarily with the low level of detailed competencies and program learning outcomes. By solving these problems, the detailed design of the system of professional competencies for future software engineers is developed. The article deals with the approaches to developing one of the most important special professional competences of future software engineers – the ability to participate in software design, including modeling (formal description) of its structure, behavior, and processes of functioning. Based on a historical and genetic review of the software engineering training practice of future software engineers in the USA, UK, Canada, Australia, New Zealand and Singapore, recommendations for choosing forms of training organization, selection of training content, ways of students’ and teachers’ activities in software engineering, modeling and designing tools; assessment of the appropriate competence formation level are formulated. The example of organizing design training in conditions close to industrial-studio training is considered. The problems of transition from architectural to detailed design and project implementation are shown. Prospects for further development of this study are to substantiate the third (after requirements engineering and design engineering) engineering component of software engineering – the software construction.

Индивидуально-интеллектуальная модель академических достижений студентов (на материале гуманитарных специальностей)

Any educational institution implementing the Federal State Educational Standards (FSES) is faced with the task of forming the necessary competencies in students. The level of competence formation is reflected, among other things, in academic achievement. Despite the interest in this topic among scientists, the indirect effects of multilevel individual traits on students’ academic achievements have not yet considered through intelligence and creativity in detail. In this study, individual-intellectual models tested students’ academic achievement. The sample consisted of 415 students of Perm city universities aged 17 to 22 years, 293 female and 122 male. Structural equation modeling was in use for shared and partial groups. The main obtained results were as follows. In the shared models, none of psychometric intelligence and psychometric creativity variables served mediators between the individual traits and academic achievement. In the partial models, fluid intelligence and fluency also did not operate as mediators. Three partial models were fit the data in respect with the mediation structure. Crystallized intelligence, originality, and flexibility acted as separate mediators. The mediator models entered the individual traits: excitation (nervous system), activity (temperament), open-mindedness, belonged self (personality). Mediator effects were observed under different Compositions and combinations of individual traits. Thus, a number of individual-intellectual integrations received empirical support for students’ academic achievement.

Project format in didactic planning of lessons

Abstract. We consider the issue of didactic planning of lessons using project method. The researched issue is relevant due to the increasing need of lecturers for information about the results of training specialists to implement project activities in their professional field. The purpose of the research is to describe the stages of didactic planning of lessons at the university in a project format: target, operational and control and reflexive. The target stage is considered with implementation of the SMART methodology, according to which the goal should be specific, measurable, achievable, relevant and time-bound. The implementation of the SMART method is revealed on a concrete example of teaching students in a certain period of time using the “Goal Tree” technique. At the operational stage the lecturer form the theoretical content of the discipline, select types and structure of lessons, pedagogical technologies. Special attention is paid to the characteristics of the resource base, including educational, technical, personal and temporary resources. It is necessary to develop a risk matrix in didactic planning, which is a set of possible “unplanned” situations, as well as alternatives to their resolution. It is proved that the substantive part of didactic planning regarding the project method must be subordinated to its rule regarding the totality of the values of the elements. At the control and reflexive stage, there is a generalization of all the material covered, an assessment of competence formation level, of goal achievement level, as well as mandatory reflection, both of the teacher and the student. The materials of the research can be useful in planning training sessions at a university, taking into account the project format.

A rating system for the knowledge assessment within a university graduate competence formation

Assessment of educational achievements of university students on the basis of rating and competence-based approaches is an urgent issue of pedagogy, psychology and methodology and requires research of various approaches and the search for effective methods of such an assessment. The main emphasis in the article is made on the study of the existing problems of the formation of a competence model of a university graduate, the formation of key competencies, the development of professional skills and their assessment. The author proposes a competence model and a method for assessing the level of competence formation of university students based on the apparatus of fuzzy logic, the author proves the expediency of its use, describes the features of analyzing and processing data, identifies further areas of research on this issue.

ANALYSIS OF CHANGES IN HAND DYNAMOMETRY INDICATORS AMONG FIRST-YEAR STUDENTS OF M. KOZYBAEV SKU

Leading experts noted that by means of physical culture it is possible to successfully influence the development of the types of activities necessary for the profession and effectively form the necessary competencies [1]. No matter how different the formulations of competencies in the standards for various areas of training of modern bachelors, the goal of physical education in higher education is to form the physical culture of the student's personality [2]. And this, in our opinion, implies the formation of a person's readiness to solve health and professional life tasks by means of physical culture. In connection with the above, the process of forming students' competencies implies changing and improving the system of monitoring the effectiveness of physical education. At the present stage, pedagogical control should solve the problem of determining the level of formation of competencies necessary for a particular future bachelor. The final level of competence formation is almost impossible to determine within the framework of traditional forms of tests and exams. Therefore, further improvement of the system of control over the formation of competencies should be based on a criteria-based approach, on specific gender, age and professional criteria. The presence of such criteria helps to predict the result to which the student should strive. This will significantly increase the motivation for the successful implementation of this process. Meanwhile, it is necessary that modeling, forecasting, planning and control over the individual process of competence formation become available to each student. It is worth noting the importance of quantitative criteria, since on the basis of a deep qualitative analysis of the results of activities, they form a general comprehensive picture of academic performance in physical culture. Quantitative criteria are important, first of all, as indicators of the quality of the process of physical education, physical development, and not only as an assessment and evidence of academic performance [3].

EFFECTIVENESS OF FORMATION OF UNIVERSAL AND PROFESSIONAL COMPETENCIES OF DOCTORS-ORGANIZERS OF HEALTH CARE DURING DISTANCE LEARNING

The aim of the study was to assess the effectiveness of the formation of universal and professional competencies of doctors healthcare organizers during distance learning on training cycles. The objectives of the study included the development of an additional professional advanced training program "Organization of health care and public health" with the inclusion of a training module using distance learning technologies (DLT) "Development and implementation of a quality management system in a medical organization", development of a distance course "Organization of internal quality control and safety of medical activities" with an adapted system for assessing the level of competence formation in the form of test control and experimental verification of the effectiveness of the formation of universal and professional competencies of doctors healthcare organizers in distance learning in comparison with the traditional form in training cycles. Reliable results have been obtained on the effective formation of competencies both in traditional learning and in learning using DLT. The assessment of the reliability of the differences in test results after training between the experimental group, trained using DLT, and the control group, using the traditional form of training, was carried out. There were no statistically significant differences in test results between the compared groups. Thus, the results of the study indicate that the use of DLT in teaching and the education quality control system adapted to them makes it possible to effectively form the universal and professional competencies of doctors in the courses of advanced training. At the same time, mandatory preliminary measures should be taken, including the development of a professional development program with the inclusion of a distance learning module and the development of a distance course with an adapted knowledge control system.

The technology of formation of teamwork skills in terms of project-based learning students

Each era has its own requirements for the level of competence formation of employees. The fourth industrial revolution focuses on the development of human potential. One of the forms that allow us to reveal the potential capabilities of the individual is project activity.
 This paper presents the experience of developing team work skills among university students. The paper analyzes the possibility of using project activities for the development and improvement of team work skills in order to implement a modern competence-based approach in higher education. The paper describes the technology of forming team work skills. On the basis of the conducted research, promising opportunities for the implementation of teamwork in the educational environment were identified, as well as problematic aspects of this type of activity were identified.
 The purpose of this paper is to describe the experience of implementing the technology of forming students teamwork skills in the format of project training.
 Methodology. The study was conducted using the test method of V. Stefanson Q-sorting, a formative experiment in the format of students project activities and the authors questionnaire Students attitude to teamwork in the conditions of project activities, mathematical methods of analysis.
 Results. The technology of forming team work skills in the framework of project training of university students has been tested. As a result, it was revealed that project training has a complex impact on the formation of teamwork skills, this was noted by 83.5% of respondents.
 Conclusion. Project activity in the educational environment not only forms the skills of teamwork, but also is a tool for creating positive attitudes of students to team activities, which indicates the wide resource possibilities of this form of work.

Formation of general professional competencies among students of agricultural universities through mathematical disciplines

The article describes the aspects of forming general professional competences (GPC-1) through the study of mathematical disciplines; reveals the features of the methodology for the application of problems (profile content problems, case tasks, problem-situations), which are the main means of assessing the formation of the corresponding indicators of competence achievement: AI-1, AI-2, AI-3, etc. The work analyzes textbooks on mathematical disciplines for the presence of problems for objective assessment of professional competence formation level (GPC-1), the problem of the development of the criteria content and assessment tools for formation of professional competences is identified. The authors give examples of problems in the discipline of Mathematics and Mathematical Statistics, designed to form skills for identifying and defining the problem, choosing research methods, analyzing, interpreting the result and transferring fundamental knowledge to the professional activity language.

Development of diagnostic procedures and tools for assessing information culture and competencies of cadets

In modern conditions of digitalization of society, the presence of information competencies and information culture is the key to successful professional activity in all areas, including in the military sphere. The studies carried out in recent decades indicate the need and possibility of the formation and development of information communication and information technology skills in the process of integrated development of computer science, humanitarian, socio-economic, general professional and special disciplines. At the same time, the methods for assessing the level of information culture formation as an integral personal education are not sufficiently developed. In this regard, it is necessary to study the existing methods, to develop diagnostic procedures and tools for assessing the information and technological competencies of military educational organizations cadets, as well as to test statistical hypotheses. The concept of the information support system for assessing the level of competence formation and the intermediate results of a large-scale experiment on the development of cadets' information culture are presented.

Psychological and pedagogical aspects of the development of engineering competencies of students

This article provides a brief analysis of the most demanded engineering competencies, it is shown that in the sum of educational results it is necessary to ensure a reasonable ratio of knowledge, competencies, and skills, since all of them to one degree or another ensure the success of engineering activities. The definitions of competencies and skills are given, the main problems of competence-based training are listed and possible ways to solve them are shown. The emphasis in the development of competencies is placed on the organization of project activities of students in groups. At the same time, it is important to ensure the planned student activity and the assessment of its individual types. An example of criteria for assessing various types of student activities in a situation of assessment is given, special attention is paid to operationalization and planning of assessment stages. An example of a level scale is shown, which allows using the aggregate of points for various types of activity to assess the level of competence formation based on the results of the task.

A MODEL FOR OPTIMIZING THE STRUCTURE OF TEACHING TECHNIQUES FOR DISTANCE LEARNING IN THE RUSSIAN HIGHER EDUCATION SYSTEM

Purpose of the study: This study aims to develop a methodical approach to optimize the structure of teaching techniques and approaches to distance education, as exemplified by Russian universities, to enhance students’ professional competencies. Methodology: A pedagogical experiment was conducted with the participation of 746 second- to fourth-year students majoring in engineering at the Ural Federal University in Russia. The coefficients for the relative importance of professional competencies were obtained through expert assessment. The number of experts was 40 faculty members with teaching experience of more than five years. Main findings: The pedagogical experiment revealed the regularities of the influence of the forms of distance learning on the formation of students’ professional competency levels. The values of students’ developmental competency levels have been determined. Non-linear regression models have been developed based on the values of the integral level of professional competencies and the percentage of distance learning forms in the number of instructional hours. Applications of this study: The proposed methodological approach will be useful for university professors and teachers in identifying the most effective forms of distance learning and in differentiating teaching methods not only in the context of the general pandemic but also in the natural conditions of the educational process. Novelty/originality of this study: The originality of this study is in the application of empirical methods to obtain a quantitative assessment of certain distance learning methods use effectiveness and their trend towards the professional competence formation level. This enables us to take into account students' characteristics in the process of distance learning and to correct the academic discipline teaching technologies in time.

Многоуровневые комплексные задания в системе оценочных средств (на примере курса физики)

The article discusses the problem of forming a system of assessment tools in the context of modular competence-based learning. The aim of the research is to find the optimal means for assessing the level of competence formation. In author’s opinion, one of the abovementioned means is complex tasks that include several multi-level components. Based on the analysis of ways to solve this problem, presented in the scientific and pedagogical literature, the author offers criteria for selecting tasks for the formation of a system of assessment tools aimed at diagnosing the level of formation of necessary competencies, shows the role of complex tasks for such diagnostics. Using the example of the physics course, their possible structure and the problems solved by individual elements of this structure are reviewed. Examples of such tasks are given, and it is shown that they allow to diagnose the level of formation of individual elements of competence, adjust teaching methods and motivate students to work actively, seek out additional information, promote awareness of the importance of discipline as a professional one. The results of the research generalize the personal experience of teaching physics at the Far Eastern Federal University and can be used by university teachers in creating their own system of assessment tools.