Structure of the fund of assessment funds. Formation of a fund of assessment funds Fund of assessment funds project
KUNASHAK BRANCH
Rules for registration and requirements for compiling a fund of assessment funds and control and assessment funds.
Toolkit
Kunashak 2018
This methodological manual defines the concepts, general requirements and rules for the design of control and assessment tools and the formation of a fund of assessment tools.
When developing the methodological manual, the requirements of a number of literary sources, developments of other current rules and requirements were analyzed and summarized.
Compiled by:
Kamaldinova I.Yu. – Chairman of the Central Committee of the Kunashak branch of the “BTPTiS named after M.G. Ganiev”
Reviewed and approved:
Yusupova R.M. - methodologist of the Kunashak branch of "BTPTiS named after M.G. Ganiev"
INTRODUCTION……………………………………………………………………………….4
1 REQUIREMENTS FOR FORMATION FUNDS ASSESSMENT OF FIXED FEATURES PROFESSIONAL
EDUCATIONAL PROGRAMS…………………………………...
5
1.1 General provisions……………………………………………………….
1.2 Structure and content of the fund of assessment funds………………….
1.3 Development, coordination and approval of a fund of assessment funds
2 ASSESSMENT OF THE LEVEL OF DEVELOPMENT ACADEMIC DISCIPLINE………………………………………………………………………………
8
3 LEVEL ASSESSMENT FORMATION COMPETENCIES ACCORDING TO THE RESULTS OF DEVELOPMENT
PROFESSIONAL MODULE…………………………………………………….
11
4 FORMATION OF ASSESSMENT TOOLS FOR
STATE (FINAL) CERTIFICATION……………..
14
5 APPLICATIONS……………………………………………………………
16
5.1 CBS Layout academic discipline…………………………………..
5.2 Layout of CBS professional module…………………………
INTRODUCTION
This manual has been developed to help teaching staff Kunashak branch of BTTPiS named after M.G. Ganiev and contains general requirements and practical recommendations on the formation of funds of assessment tools for assessing the quality of mastering basic professional educational programs of primary and secondary vocational education.
Symbols and abbreviations used:
FSES - federal state educational standard OPOP - basic professional educational program SPO - secondary vocational education
NPO - primary vocational education FOS - fund of assessment funds
KOS - control and evaluation tools UD - academic discipline
PM – professional module MDK – interdisciplinary course
VPD - view professional activity VKR - final qualifying work OK - general competencies
PC – professional competencies Software – practical experience
GIA - state (final) certification PCC - subject-cycle commission
UP - educational practice
PP - production practice UMR- educational and methodological work
UPR – training and production work
REQUIREMENTS FOR THE FORMATION OF EVALUATION FUNDS
Are common provisions
In accordance with the federal state educational standards of primary and secondary vocational education for the certification of students for compliance of their personal achievements with the stage-by-stage requirements of the corresponding basic professional educational program funds of assessment tools are created to assess knowledge, skills and acquired competencies.
FOS representsa set of monitoring materials (assessment tools) designed to measure the level of students’ achievement of established learning outcomes.
Evaluation tools– these are control tasks, as well as a description of forms and procedures intended to determine the quality of students’ mastery of educational material, academic disciplines, professional modules.
Assessment– the process of determining and analyzing the achieved learning results from the point of view of their compliance with the requirements set out in the Federal State Educational Standard, OPOP, work programs of disciplines, professional modules.
Assessment includes:
setting goals;
selection of methods adequate to the purposes of assessment and the nature of the results training;
analysis of received results;
making decisions.
According to the requirements of the Federal State Educational Standard educational institution develops funds of assessment fundsfor each implemented basic professional educational program .
Funds of valuation funds are formed on the basiskey principles assessments:
validity: assessment objects must correspond to the goals set training;
reliability: use of uniform indicators and criteria for assessment achievements;
objectivity: obtaining objective and reliable results when conducting inspections with various goals.
The formation of the FOS should ensure:
transition from assessment of individual skills to integrated (complex) and interdisciplinary assessment;
transition from the passive role of the student in the control process to the active construction of content answer;
orientation of assessment to standards known students;
assessment of the dynamics of individual achievements students;
changing the nature of assessment: from a one-time assessment using a single meter to a comprehensive one(portfolio).
Assessment of the quality of mastering the basic professional educational program should include:
current certification for the course of the discipline, MDK, educational practice;
intermediate certification in UD, PM, educational/ production practice;
state (final) certification.
Specific forms and procedures for current and intermediate certification for each discipline and professional module are developed by the educational unit independently and brought to the attention of students within the first two weeks from the start of training.
Educational departments create conditions for bringing current and intermediate certification programs for students in disciplines and interdisciplinary courses of the professional cycle as close as possible to the conditions of their future professional activities - for which, in addition to teachers of a specific discipline (interdisciplinary course), employers, teachers, reading related disciplines.
Assessment of established learning outcomes is carried out in two main directions:
assessment of the level of development disciplines;
assessment of the level of formation competencies.
To assess the level of students’ mastery of the UD/PM program, teachers/masters industrial training develop criteria for assessing knowledge, skills and competencies based on a rating scale in accordance with the Regulations on the current and intermediate certification of students in primary and secondary vocational education programs.
Structure and content of the fund of assessment funds
Structural elements Fund of assessment tools are sets of CBS developed for each academic discipline and each professional module in accordance with curriculum. If the same discipline with the same requirements for its content is included in several OPOP, then a single set of CBS is created for it.
CBSs must contain the object of evaluation, indicators for evaluating the result, evaluation criteria and evaluation method.
The CBS set is structured in accordance with the content of the work program of the academic discipline/professional module.
according to academic discipline
are:
passport of a set of control and evaluation tests funds;
results of mastering the academic discipline subject to verification;
control and assessment materials for current certification in the discipline;
control and assessment materials for intermediate certification in the discipline.
Structural elements of the CBS kitaccording to the professional module are:
Passport for a set of control and evaluation tools;
Test and assessment materials for current and intermediate certification according to the IDC.
control and assessment materials for certification in educational and (or) production practice;
requirements for the completion and defense of course work/course project (if available in the educational plan);
Test and assessment materials for the exam (qualification). Evaluation tools for graduates’ State Examinations include assignments for completing academic work, indicators and criteria for assessing the result of its implementation, and
Development, coordination and approval of the fund
valuation means
The overall management of the development of the FOS is carried out by the deputy director of the educational unit for MMR/UPR.
The head of the department is responsible for the development and updating of CBS sets for the academic discipline/professional module.
The direct executor of the development of the COS set for an academic discipline/professional module is a teacher, a master of industrial training in the relevant profession/specialty. The CBS set can be developed by a team of authors on behalf of the chairman of the PCC. It is recommended to involve employers in the development and examination of control and assessment tools
When drawing up, agreeing and approving a set of CBSs, its compliance must be ensured:
Federal State educational standard NGO/SPO according to the relevantprofession/specialty;
The main professional educational program and curriculum of the relevant profession/specialty NPO/SPO;
The work program of the academic discipline/professional module;
educational technologies, used in the implementation of this academic discipline, professional module.
Work related to the development of the COS set is included in the individual plans of teachers and industrial training masters.
A set of CBSs for an academic discipline or professional module is reviewed at a meeting of the PCC and approved by the chairman of the commission of the PTC or OOD.
A printed copy of the CBS kits is included in the BRI document kit. An electronic version of the fund of assessment funds is provided in educational and methodological management BTPTiS.
ASSESSMENT OF THE LEVEL OF MASTERY OF AN ACADEMIC DISCIPLINE
The result of mastering an academic discipline is a comprehensive assessment of skills and knowledge, as well as the level of development of competencies.
The purpose of creating the FOS of an academic discipline is to establish the compliance of the student’s level of training at this stage of training with the requirements of the work program of the academic discipline.
Objectives of the formation of FOS in the discipline:
control and management of the acquisition process by students necessary knowledge, skills and development of competencies defined in the Federal State Educational Standard according to the relevantspecialties/professions;
control and management of the achievement of the objectives of the implementation of the BRI, defined in the form of a set of OK and PC graduates;
assessment of students’ achievements in the process of studying the discipline, highlighting positive/negative results and planning preventive/corrective measures;
ensuring compliance of learning results with the tasks of future professional activity through the improvement of traditional and introduction of innovative methods training.
Specific forms and procedures for current and intermediate certification for each academic discipline are determined by the curriculum for the profession/specialty and the work program of the discipline.
It is advisable to begin the development of the content of a set of CBSs for an academic discipline with an analysis and, if necessary, adjustment and clarification of the indicators for assessing the result given in section 4 of the program of the academic discipline.
During the analysis process, special attention must be paid to the correctness of the formulation of indicators.
The formulation of outcome assessment indicators is carried out taking into account the following rules:
diagnosability;
small numbers (indicators should not be too a lot of);
preferential use of forms of verbal nouns (construction, calculation, execution, choice, organization, calculation…).
Examples of wording of outcome assessment indicators are given in Table 2.
Examples of the formulation of indicators for assessing results in the discipline “Statistics” (specialty 030912 “Law and
organization social security»)
table 2
Learning outcomeResult evaluation indicators
U2 Presents statistical data in the form of tables, graphs and diagrams information:
a reasonable choice of tables, graphs and diagrams adequate to the statistical data;
application of mastered algorithms in a familiar situation;
application of methods adequate to educational task;
U3 Calculates basic statistics indicators
informed choice statistical indicators adequate to educational task;
calculation of statistical indicators in accordance with standard.
U4 Conducts analysis
statistical information and makes the appropriate conclusions
Compliance of the conclusions made with the analysis of statistical information.
Z1 Knows the legislative framework on the organization of state statistical reporting and responsibility for violation
the order of its presentation;
mastery of software material;
formation of conceptual apparatus;
compliance with the preparation of a query to search for information in various sources, databases according to the condition tasks.
It is advisable to compile a list of indicators taking into account the skills and knowledge available in the BRI structure.
If knowledge, skills and competencies can be tested using the same forms and methods of control, then it is recommended to carry out their decomposition (combination) (see Table 3).
Examples of the formulation of indicators for assessing results in a discipline
“Statistics” (specialty 030912 “Law and organization of social security”), taking into account the decomposition of knowledge, skills and competencies
Table 3
Learning outcomeResult evaluation indicators
U1 Collects and processes information necessary for orientation in one’s professional activities
Z1 Knows the legal framework about the organizationstatestatistical reporting and responsibility for violating the order of its representation;
Z2 Knows modern structure state bodies statistics;
Z3 Knows the sources of statistical accounting information;
OK4 Searches for and uses information necessary for the effective performance of professional tasks, professional and personal development.
OK5 Uses information and communication technologies in professional activities.
PC 4.3 Monitors and analyzes social processes(conditions,
reasons, motives of manifestation) in a municipality.
application of mastered algorithms in familiar situations;
application of methods adequate to the educational task;
compliance of the request with the information found on the request on official websites Federal service state statistics and the Federal State Statistics Service for the Tyumen region delivered tasks.
correspondence of conclusions and arguments about objects, processes, phenomena based on a comparative analysis of information about them according to given criteria.
The result of this stage of development of the CBS set is the completion of Table 1 of the layout of the CBS of the academic discipline (see Appendix 1, Table 1).
The next stage is to determine the correspondence between learning outcomes and the components of the academic discipline, indicating the forms and methods of control (see Appendix 1, Table 2).
After determining the forms and methods of control, standard tasks are developed for the current and final certification.
Typical tasks should be practice-oriented in nature and accompanied by criteria for their assessment.
The formulation of standard tasks should include requirements for the conditions for their implementation; time allotted to complete the task; the need to monitor the process of completing the task; sources you can use, etc.
If a typical task requires an unambiguous answer (test, practical task), then it is necessary to provide standard answers.
The developed materials are designed in accordance with (see.
Annex 1).
ASSESSMENT OF THE LEVEL OF COMPETENCIES BASED ON THE RESULTS OF MASTERING A PROFESSIONAL MODULE
The final form of control in PM is an exam (qualification). It checks the student’s readiness to perform the specified type of professional activity and the development of his competencies, defined in the section “Requirements for the results of mastering the OPOP” of the Federal State Educational Standard for Secondary Professional Education. The result of the check is an unambiguous decision : “type of professional activity “mastered/not mastered.”
To assess the level of mastery of knowledge and skills, as well as the level of development of competencies when studying PM, current and intermediate certification is carried out.
It is recommended to begin the development of the content of control and evaluation tools for PM with analysis and, if necessary, adjustment and clarification of the outcome assessment indicators given in section 5 of the work program of the professional module.
During the analysis process, special attention must be paid to the correctness of the formulation of indicators. It should be remembered that an indicator of mastering competence can be a product of practical activity or a process of practical activity (see Table 4). When evaluating a product of practical activity, a reference is made to the quality standard of this product (for example, GOST); when assessing the process of practical activity, they determine the compliance of the learned activity algorithms with the given ones (regulations, time parameters, etc.). An indicator for evaluating the process can also be the student’s justification for his actions.
In the absence of a regulatory standard for a product or process (for example, GOST), it is recommended to use the qualitative characteristics of the product or process (correctness, accuracy, etc.), but in this case it is necessary to establish criteria for them.
Types of formulations of indicators for mastering competencies
Table 4
Evaluation of the product of activityAssessment of the activity process
CORRESPONDENCE…
correspondence (window display design, demonstration stands, aesthetic display of goods, color scheme)content and rules (registration of trade proposals);
correspondence (simple survey questionnaires for collecting quantitative and qualitative information)goals and objectives ( survey);
compliance with requirements ( structure when compiling simple advertisements);
- achievement (set goals and objectives of the lesson);
- correspondence … ( technological requirements, SNiP, SanPiN...);
correspondence of stages (determination of malfunctions and scope of work of the vehicle, its units and instructional systems map);
implementation of all forms of banquet servicesaccording With professional standards service;
compliance technologicalsequence (route, algorithm)…;
fulfillment of requirements (instructions and safety rules during disassembly, assembly of vehicle components and assemblies and elimination malfunction);
usage new technologies (or their elements) at…
execution... usingnew
(you can specify which ones)technologies (or their
elements)
QUALITY CHARACTERISTICS
Assessment of the process and product of activity during observation (inspection):
- accuracy (correctness) selection (materials for..., mode...);
- accuracy (diagnostics..., definitions, calculations)
THE WORD "CORRECTNESS" CAN BE USED IF THE CRITERIA FOR CORRECTNESS UNIQUE;
accuracy and speed reading drawings;
speed and technicality performing all types of work to service visitors to enterprises nutrition;
timeliness (providing emergency first aid forterminal states);
effectiveness informational search;
correctness (rationality) distribution of execution time tasks;
Assessing the student's justification for choosing a solution:
argumentation advantages of trading offers;
- validity selection and preparation of commercial advertising information for consumers;
adequacy evaluation of methods...;
clarity and reasoning (statement of own opinions);
completeness and accessibility (recommendations to the consumer in oral and written form (in Russian and foreign languages));
It is recommended to compile a list of indicators for mastering competencies taking into account the skills and knowledge available in the structure of the BOP, relevant this species activities.
After clarifying the indicators of the results of mastering competencies, standard tasks are developed for the (qualifying) exam in PM.
Assignments should be practice-oriented in nature and provide for a comprehensive test of professional and general competencies. Before starting to formulate tasks, it is necessary to group general and professional competencies so that the task simultaneously involves testing both groups of competencies. It is also advisable to highlight in the list of OKs those that can be verified only on the basis of a portfolio.
The types of control and assessment tasks for assessing the results of mastering PM are given in Table 5.
Types of control and assessment tasks for assessing the results of mastering a professional module
Table 5
Type
Essence
Options
tasks
Examples
Project
Manufacturing of the finished product.
Practice-oriented project
Production of a working model of the mechanism. Development of a methodology for solving a production problem. Drawing up a diagram or algorithm
actions
Creative project
Making a decorative item
applied arts
Constructor
Assembly (disassembly)
Excessive task
Mechanism assembly (with
whole from individual
precise dialing
checking it for
elements.
elements. Back-
performance)
with insufficient
set of electronic
cops. Exercise
to change the system
topics by replacing
we are parts of the elements
tov or theirs
mutually disposed
nia, relationships
3Study
Identification of a problem, pattern, trend, suggesting independent
working with information sources
Technological study
Forecasting the development of the situation Diagnostics of technical equipment with
determination of breakdown (defect).
Role
Demonstration of professional activity in the role of a specialist.
"Field" option.
Imitation game option
Group simulation game, including the roles of all participants in the technological
process.
Situation
Formation
proposals within the framework of professional
activities to resolve certain
problematic situation.
"Case Method"
Suggest the optimal way to resolve a technological problem.
The development of standard tasks is accompanied by the establishment of criteria for their evaluation. The formulation of standard tasks should include requirements for the conditions for their implementation (place of execution - educational/industrial practice or the exam itself (qualification); time allotted for completing the task, the need to monitor the process of completing the task, sources that can be used, etc.).
In the CBSA passport, it is necessary to justify the preferred form of the exam (qualification): completing assignments, defending a course project, etc.
Tasks for the exam (qualification) can be of 3 types:
tasks aimed at testing the mastery of the type of activity as a whole;
tasks that test the mastery of a group of competencies corresponding to a specific section module;
assignments testing individual competencies within a professional module.
The developed materials are designed in accordance with the layout (see.
Appendix 2).
FORMATION OF ASSESSMENT TOOLS FOR STATE (Final) CERTIFICATION
Funds of assessment tools for state (final) certification are developed by the teacher/master of industrial training, considered at a meeting of the PCC and approved by the head of the educational unit after agreement with the employer(s).
Evaluation tools for state (final) certification must provide step-by-step and integral assessment competencies of NPO/SVE graduates.
The set of assessment tools for the state (final) certification of graduates of scientific and professional vocational education and training consists of standard tasks for performing academic work, the main indicators for assessing the results and criteria for assessing the results of completing and defending the academic work.
The development of the content of the CBS GIA begins with an analysis of each topic of the WRC and clarification of the indicators for assessing the result, through the PC and OK, formed during the development of the OBOP.
The subject matter of the thesis must correspond to the content of one or more professional modules and meet modern requirements for the development of science, technology, production, economics, culture and education.
If the implementation of several topics of the examination is aimed at testing the same OK and PC, then they are decomposed (combined). And for enlarged group The research and development committees are developing one standard task.
The assignment for completing the thesis must include a topic short description planned result, initial data: conditions and resource support necessary to complete the work. Model assignments must be accompanied by criteria for their assessment.
The developed assignments for the master's work, the main indicators for assessing the results of the implementation and defense of the master's work and the evaluation criteria (assessment tools of the State Examination Agency) undergo mandatory examination for compliance with the requirements of the Federal State Educational Standard for NPO/SVE at a meeting of the PCC.
Leading specialists from employers conduct an examination of the state assessment tools for compliance with the requirements of professional standards and/or qualification requirements in order to determine the relevance, level of complexity and feasibility of the work.
The approved GIA assessment tools are brought to the attention of graduates no later than two weeks before the start of industrial (pre-graduate) internship.
Achievement of indicators for assessing the results of implementation and protection of research and development work is assessed by the state certification commission in the context of relevance, practical significance, novelty, performance level, technical, information and economic support.
The level of development of graduate competencies based on the results of completing and defending thesis is determined in accordance with the rating scale.
Appendix 1. Layout of KOS UD
Ministry of Education and Science Chelyabinsk region
State budgetary professional educational institution
"Bakal College of Professional Technologies and Service named after M.G. Ganiev"
Kunashak branch
A set of control and evaluation tools for the academic discipline
(index, title)
Kunashak 20
CONTENT
Page1 Passport for a set of control and evaluation tools………..…….
2 Results of mastering the academic discipline subject to
verification………………………………………………………….…………
3 Assessment of mastering the academic discipline……………………………….
3.1 Forms and methods of assessment……………………………………..….
3.2 Typical tasks for current educational certification
discipline…………………………………………………………………………………
3.3 Control and assessment materials for intermediate
educational certificationdiscipline………………………………...…….
As a result of development academic discipline (index, name of the discipline) the student must have the required Federal State Educational Standards By profession/specialty (code and name of profession/specialty, level of training) the following skills, knowledge that form professional competencies, and general competencies:
У2…………… Уn…………… З1……………. Zn……………..
In the process of mastering the academic discipline, the student will have the opportunity to increase the level of formation of general and professional competencies:
OK1………….. OKn…………… PC1 …………….. PCn …………..
(indicate from Table 2 of the Federal State Educational Standard for the specialty/profession the skills, knowledge, competencies for the discipline )
The form of intermediate certification for an academic discipline is
(indicated in accordance with the training plan).
2 Results of mastering the academic discipline, subject to verification
As a result of certification in an academic discipline, a comprehensive assessment of the following knowledge and skills is carried out, as well as the dynamics of the formation of competencies:
Results of the academic discipline to be assessed
Table 1
Learning outcomes:Z,U, OK, PC
(code)
Result evaluation indicators
U2
Ун
PC1
Z1
Z2
Zn OK1
PCn
Note: It is possible to combine Z, U, OK and PC and check them with one indicator.
3 Assessment of mastery of an academic discipline
Forms and methods assessments
The subject of assessment is the skills and knowledge provided for by the Federal State Educational Standard for the discipline (index, discipline name), aimed at developing general and professional competencies.
Monitoring and evaluation of mastering the academic discipline
table 2
Elements of the academic discipline (sections/topics)Verified Z,
U, OK and PC
(code)
Evaluation indicators
result
Form and method of control
evaluation system)
Note: The technology for assessing learning and knowledge in a discipline is prescribed in accordance with the specifics of the discipline;
Typical tasks for current certification in the academic discipline Topic/section….
Assessment tasks Z1, Z2,…, U1, U2…OKn.., PKn…. :
(write down examples of typical tasks in accordance with Table 2)
Exercise.
Practical work Exercise
Independent work Exercise
Topic/section….
Tasks for assessing Z2, Z3,…, U3, U3….:
(write down examples of typical tasks in accordance with Table 1)
Tasks in test form(example) Exercise.
Read the text of the proposed case carefully and answer the following questions:
Practical work Exercise
Independent work Exercise
Test and assessment materials for intermediate certification in an academic discipline
The subject of assessment is skills and knowledge. Monitoring and evaluation is carried out using the following forms and methods:
Assessment of mastery of the discipline involves the use
(rating test).
TASKS FOR EXAMINATE.
(list of questions and tasks)
Instructions for students
Job completion time - hours.
Exercise
Note:
Literature for students:
allowed use.
EXAMINER PACKAGE
Job completion time - hour.
Equipment:
Response standards (
Examination sheet (
CRITERIA ASSESSMENTS
………………………….
Appendix 2. Layout of KOS PM
Ministry of Education and Science of the Chelyabinsk Region
State budgetary professional educational institution
"Bakal College of Professional Technologies and Service named after M.G. Ganiev"
Kunashak branch
A set of control and assessment tools for the professional module
(index, title)
basic professional educational program in specialty/profession
primary/secondary vocational education
(code, name, level of training)
Kunashak 20
CONTENT
Page1 Passport for a set of control and evaluation tools……………...
2 Forms of control and evaluation of elementsprofessional
module……………………………………………………………………………….
3 Results of mastering the professional module subject to
verification…………………………………………………………………………………….
competencies……………………………………………………………..…………...
3.2 Assessment of development theoretical course professional
module ……………………………………………………………………
3.3 Typical tasks for assessing mastery of the MDC…………………..
3.3.1 Typical tasks for current certification according to the MDK………….…
3.3.2 Test and assessment materials for intermediate
certification according to MDC………………………………………………………
3.4 Defense of the course project/work…………………………..…….
4 Assessment for educational and (or) industrial practice…………..
5 Assessment tools for the exam
(qualification)……………………………………………………………...
1 Passport for a set of control and evaluation tools
The result of mastering a professional module is the student’s readiness to perform a type of professional activity
and its constituent types of practical experience, professional competencies, general competencies, skills and knowledge, formed in the process of mastering the BRI as a whole:
The form of certification for the professional module is an exam (qualification). The result of the exam is an unambiguous decision: “type of professional activity “mastered / not mastered.”
Based on the results of development PM (index, title) assigned
qualification category by profession (code,
Name). (if there is a module in the Federal State Educational Standard that provides for the development of a certain type of professional activity in accordance with the ETKS)
2 Forms of control and evaluation of elements of the professional module
Table 1
PM elementControl and evaluation form
Intermediate
certification
Current control
MDK...
Exam
Oral survey Written survey Testing Tests
Expert review execution practical lesson, laboratory work
UPDifferentiated
test
Expert assessment of the implementation of educational
production task
PP
Differentiated
test
Expert assessment of implementation
production task
course project
Coursework defense
work/course project
PM
Exam
(qualifying)
3 Results of mastering the professional module, subject to verification
3.1 Assessment of the level of formation of general and professional competencies
Based on the results of mastering the professional module, a comprehensive check of the level of formation of the following professional and general competencies is carried out (Table 2):
Monitoring and assessing the development of competencies
table 2
results training(PC, OK, software)
Result evaluation indicators
Note: If the passport contains a breakdown of professional and general competencies, then the table shows their codes , It is possible to combine OK, PC, software and check them with one indicator.
Assessment of mastering the theoretical course of the professional module
The main purpose of assessing the theoretical course of a professional module is to assess skills and knowledge. The assessment of the theoretical course of PM is carried out using the following forms and control methods in accordance with Table 3.
Monitoring and evaluation of the development of MDC
Table 3
Elements of the MDK (sections/topics)Verified Z, U, OK and PC, software
Evaluation indicators
result
Form and method of control
Maximum
number of points (with
(code)evaluation system)
Note: The assessment technology is prescribed in accordance with the specifics of the MDC.
Typical tasks for assessing mastery of the MDC
Typical tasks for current certification in MDK:
Exercise 1:
Assignment text: ....
Assessment criteria: ... Task 2: ...
Control and assessment materials for intermediate certification according to the IDC
The subject of assessment is skills, knowledge and developed competencies. Monitoring and evaluation is carried out using the following forms and methods:
(forms of assessment and control for carrying out current control are indicated,
intermediate certification (if provided) in accordance with Table 2).
Assessment of the development of the MDC involves the use
(a description of the assessment system is provided in accordance with the regulations
about certification of students and the discipline program (rating system, conducting an exam, differentiated test).
TASKS FOREXAMINATE.
Tasks for final control are given (list of questions and tasks)
Instructions for students
Read the assignment carefully.
Job completion time - hours.
Exercise
Note: When drawing up a task, you need to keep in mind that mastery of the skills, knowledge, and competencies specified in Section 1 of this layout is assessed.
Literature for students:
Indicated if during the exam she allowed use.
PLASTIC BAGEXAMINER
Number of options for examinees - by the number of examinees.
Job completion time - hour.
Equipment: indicate equipment, instruments, natural samples, mock-ups, document forms, computer programs, including those used for electronic testing.
Response standards ( standard of answers / key to tests, tasks)
Examination sheet ( the teacher receives it in the classroom
part on the eve of the exam and takes it on the day of the exam)
CRITERIA ASSESSMENTS
………………………….
Defense of course project/work (if her performance provided for by the work program PM)
Tasks for students:
Subjects of courseworkworks/projects
Basicrequirements:
to structure and designworks:
to protectionworks:
Criteriaassessments
Assessment based on educational and (or) industrial practice
Types of work and verifiable learning outcomes for educational/industrial practice (if available)
Table 4
Checked result codes(PC, OK, PO, U)
Types of jobs
Note: The table is filled out in accordance with the educational/internship program.
Test and assessment materials for the exam (qualifying)
The exam (qualifying) is intended to control and evaluate the results of mastering the professional module (Name) by profession NPO / specialty vocational education: (code, Name).
Tasks for the examinee:
Option No.
Exercise 1
Codes of tested professional and general competencies: Instructions
Read the assignment carefully.
You can use(specify how)
Job completion time –
Assignment text: ...
For example: access to information sources during a task, rational distribution of time to complete a task (the following stages of completing a task are required: familiarization with the task and planning of work; obtaining information; preparing the product; reflection on the completion of the task and correction of the prepared product before delivery), etc. d. Should be reflected in section 5 of the work program of the professional module (mainly for general competencies)
Examiner Pack
Number of options for each task/task packages for examinees:
Time to complete each task:
Equipment:
Literature for students:
Evaluation criteria (if the result is assessed at an exam (qualification), a certification sheet for assessing the development of competencies is used; if the process of completing a task is assessed, an expert observation card is drawn up) (see Appendix 3).
Portfolio protection (if provided within the module) (see Appendix 3)
Typeportfolio (portfolio of documents, portfolio of works, mixed type portfolio)
Testable learning outcomes: Criteria for evaluation
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General provisions
1.3. The FOS for the discipline is part of the educational and methodological complex for the discipline (in accordance with clause 1.6 of the Regulations). The procedures for their development and approval, as well as the requirements for the composition, are determined by STO 02069668 2.001-2008 “Educational and methodological complex”
Structure of the fund of assessment funds
2.1. The structural elements of FOS in the discipline are:
a) title page;
c) FOS passport;
d) required elements:
– test and examination materials;
– means specified in the work program of the discipline;
e) additional elements:
– sets of assessment tools (an approximate list is given in clause 2.4).
2.2. For each assessment tool, the FOS must provide criteria for the formation of assessments.
2.3. The FOS must necessarily include the funds specified in the relevant section of the discipline’s work program.
2.4. In addition to the required elements, the FOS may include the following control and measuring materials (subject to their use in educational process):
− business and/or role-playing game;
− report, message;
− case problem;
− colloquium/interview;
− test work;
− round table, discussion, controversy, dispute, debate;
− portfolio;
− project/creative assignment;
− multi-level tasks and assignments;
− calculation and graphic work;
− abstract;
− simulator;
2.4.1. Business and/or role-playing game.
a brief description of: Joint activity of a group of students and a teacher under the direction of a teacher in order to solve educational and professionally oriented problems through game modeling of a real problem situation. Allows you to evaluate the ability to analyze and solve typical professional problems.
Representation in the form of FOS: Theme (problem), concept, roles and expected result for each game.
2.4.2. Report, message.
A brief description of: Product independent work student, who is public speaking by presenting the results obtained from solving a specific educational, practical, educational, research or scientific topic.
Representation in the form of FOS: Topics of reports, messages.
2.4.3. Case problem.
A brief description of: A problem task in which the student is asked to comprehend a real professionally oriented situation necessary to solve a given problem.
Representation in the form of FOS: Tasks for solving a case problem.
2.4.4. Colloquium/interview.
A brief description of: A means of monitoring the assimilation of educational material of a topic, section or sections of a discipline, organized as a training session in the form of an interview between a teacher and students.
Representation in the form of FOS: Questions on topics/sections of the discipline.
2.4.5. Test.
A brief description of: A tool for testing the ability to apply acquired knowledge to solve problems of a certain type on a topic or section.
Representation in the form of FOS: Set test assignments according to options
2.4.6. Round table, discussion, controversy, dispute, debate.
A brief description of: Assessment tools that allow students to be included in the process of discussing a controversial issue or problem and assess their ability to argue their own point of view.
Representation in the form of FOS: List of discussion topics for holding a round table, discussion, controversy, disputation, debate.
2.4.7. Portfolio.
A brief description of: A targeted selection of student works that reveals his individual educational achievements in one or more academic disciplines.
Representation in the form of FOS: Portfolio structure.
2.4.8. Project/creative task.
A brief description of: The final product obtained as a result of planning and executing a set of educational and research tasks. Allows you to assess students’ ability to independently construct their knowledge in the process of solving practical problems and problems, navigate the information space and the level of development of analytical, research skills, practical and creative thinking skills. Can be performed individually or by a group of students.
Representation in the form of FOS: Topics for group and/or individual projects.
2.4.9. Multi-level tasks and assignments.
A brief description of: There are tasks and assignments:
a) reproductive level, allowing to evaluate and diagnose knowledge of factual material (basic concepts, algorithms, facts) and the ability to correctly use special terms and concepts, recognition of objects of study within a certain section of the discipline;
b) reconstructive level, allowing to evaluate and diagnose the ability to synthesize, analyze, generalize factual and theoretical material with the formulation of specific conclusions, establishing cause-and-effect relationships;
V) creative level, allowing you to evaluate and diagnose skills, integrate knowledge of various fields, and argue your own point of view.
Representation in the form of FOS: A set of multi-level tasks and assignments.
2.4.10. Calculation and graphic work.
A brief description of: A means of testing the ability to apply acquired knowledge using a predetermined methodology to solve problems or assignments for a module or discipline as a whole.
Representation in the form of FOS: A set of tasks for performing calculation and graphic work.
2.4.11. Abstract.
A brief description of: The product of the student’s independent work, which is summary in writing the results of a theoretical analysis of a certain scientific (educational and research) topic, where the author reveals the essence of the problem under study, gives various points view, as well as their own views on it.
Representation in the form of FOS: Abstract topics.
2.4.12. Test.
A brief description of: A system of standardized tasks that allows you to automate the procedure for measuring the level of knowledge and skills of a student.
Representation in the form of FOS: Test task fund.
2.4.13. Training apparatus.
A brief description of: A technical tool that can be used to control the professional skills and abilities acquired by a student in managing a specific material object.
Representation in the form of FOS: A set of tasks for working on the simulator.
2.4.14. Essay.
A brief description of: A tool that allows you to assess the student’s ability to express in writing the essence of the problem posed, independently analyze this problem using the concepts and analytical tools of the relevant discipline, and draw conclusions that generalize the author’s position on the problem posed.
Representation in the form of FOS: Essay topic.
Department of Education and Science of the Bryansk Region
State budgetary educational institution
Primary vocational education
"Vocational School No. 38"
On the topic of:
« Fund of assessment funds"
Makarenkova N.P.
Rognedino village
2013
1. Introduction
FOS OPOP is formed immediately after determining the goals of the educational program and its development components, in particular, work programs UD and PM.
FOS OPOP - totality teaching materials, forms and procedures for ongoing knowledge control, intermediate certification for each academic discipline (hereinafter - UD) and professional module (hereinafter - PM), state (final) certification, ensuring compliance assessment educational results(knowledge, skills, practical experience and competencies) of students and graduates to the requirements of the Federal State Educational Standard for NPO/SVE.
FOS OPOP profession/specialty is formed from sets of control and evaluation tools (hereinafter referred to as KOS sets), created in accordance with the work programs of UD and PM.
KOS kits are brought to the attention of students within the first two months from the start of training.
CBS kits are a mandatory part of the OPOP profession/specialty educational and methodological complexes(hereinafter - UMK) UD and PM.
2. The purpose and objectives of creating the FOS OPOP profession/specialty
FOS OPOP are created to certify students for compliance of their personal achievements (knowledge, skills and mastered competencies) with the stage-by-stage requirements of the corresponding OPOP (current control and intermediate certification), to establish, during certification tests of graduates who have completed mastering the OPOP profession/specialty, the fact of compliance/non-compliance the level of their training to the requirements of the Federal State Educational Standard for NPO/SPO (state (final) certification).
Objectives of the FES OPOP profession/specialty:
- control and management of the process of students acquiring the necessary knowledge, skills, practical experience and mastering competencies defined by the Federal State Educational Standard for NPO/SVE;
- control and management of the achievement of OBOP goals, defined as a set of general and professional competencies (hereinafter referred to as GC and PC) of graduates;
- assessment of students’ achievements in the process of studying UD and PM, highlighting positive/negative results and planning preventive/corrective measures;
- ensuring compliance of learning results with the tasks of future professional activity through improving traditional and introducing innovative teaching methods;
- achieving a level of control and management of the quality of education that would ensure recognition of graduates’ qualifications by industry employers.
3.Assessment of the results of mastering the OPOP profession/specialty
Assessment of the results of mastering the educational program includes:
- current monitoring of progress;
- intermediate certification;
- state (final) certification.
Current monitoring of progress is a check of the mastery of educational material, regularly carried out throughout the semester. In this case, the emphasis is on establishing a detailed, real picture of the achievements and success of students’ assimilation of the UD and PM work program at a given point in time.
Current monitoring of student progress can be carried out in the following forms:
- survey (oral or written);
- performing laboratory, computational, graphic, creative and other works;
- test;
- testing;
- protection of the results of independent work (abstract, project, research work and etc.);
- other.
Interim certification is carried out at the end of the semester and can complete the study of both UD or PM as a whole, and a separate section (sections).
Such control helps to evaluate larger sets of knowledge and skills, in some cases even the formation of certain PCs. Interim certification sums up the work of students during the semester or school year. Its results are the basis for certain administrative conclusions (transfer or not transfer to the next course, award of a scholarship, etc.). At the same time, the student’s knowledge and skills are not necessarily subject to a new control: intermediate certification can be carried out based on the results of the current control (test or exam “automatically”).
The main forms of intermediate certification are:
- test;
- differentiated credit;
- exam.
State (final) certification (hereinafter - GIA) serves to check the quality of development of the BRI as a whole. It is carried out with the participation of external experts, including employers, and allows you to fully evaluate the OC and PC acquired by students.
The form of the GIA is the preparation and defense of a final qualifying work (thesis, diploma project), a topic that must correspond to the content of one or more PM.
4. Structure and content of FOS OPOP profession/specialty
In accordance with the Federal State Educational Standard for NPO/SVE, assessment of the quality of training of students and graduates is carried out in two main directions:
- assessment of the level of mastery of disciplines;
- assessment of students' competencies.
In this regard, CBS should include test papers, standardized tests, standard tasks and other assessment tools that allow you to assess knowledge, skills and the level of acquired competencies.
The assessment tools that accompany the implementation of each OPOP profession/specialty should be a means of not only assessment, but also training.
The structural elements of the FOS OBOP are:
- FOS passport;
- KOS sets developed according to UD and PM, designed to assess skills and knowledge, the formation of competencies at certain stages of development of the BOP;
- program for monitoring the results of mastering the OPOP profession/specialty;
- recommendations for updating WWTP kits taking into account monitoring results;
- qualification requirements for developers of CBS kits.
The structural elements of KOS UD are:
- samples of assessment tools intended for incoming inspection;
- samples of assessment tools intended for ongoing monitoring;
- samples of assessment tools for intermediate certification of students (standard, non-standard tasks (tasks), problem situations, scenarios of business games corresponding to future professional activities, etc.);
- samples of assessment tools for final control of students.
The structural elements of KOS PM are:
KOS MDK set, which includes:
- explanatory note (passport),
- samples of assessment tools intended for incoming inspection,
- samples of assessment tools intended for ongoing monitoring,
- samples of assessment tools intended for mid-term control (sections of the MDK),
- samples of assessment tools for intermediate certification of students (standard, non-standard tasks (tasks), problem situations, scenarios of business games corresponding to future professional activities, etc.),
- samples of assessment tools for final control of students;
A set of educational and industrial practices (hereinafter referred to as EP and PP), which includes:
- explanatory note (passport);
- educational practice program;
- industrial practice program;
- methodological recommendations for preparing a practice report;
- Sample of keeping an internship diary.
The COS set for state (final) certification (hereinafter - GIA) has the following structure:
- explanatory note;
- GIA program, including: requirements for registration of the procedure and defense, criteria for assessing the final qualifying work.
The CBS sets of each UD and PM must ensure the assimilation of specific elements of the educational material of the work program of the UD/PM/UP and PP.
Each assessment tool in the FOS OBOP must be accompanied by indicators/evaluation criteria.
5. Formation and approval of the FOS OPOP profession/specialty
FES OPOP profession/specialty is formed on the key principles of assessment:
- validity (assessment objects must correspond to the stated learning objectives);
- reliability (use of uniform standards and criteria for assessing achievements);
- fairness (providing students with at different levels training equal opportunities to succeed);
- timeliness (providing feedback);
- efficiency (compliance of performance results with the assigned tasks).
When forming the CBS, their compliance must be ensured:
- Federal State Educational Standard for NPO/SVE of the relevant profession/specialty;
- curriculum and OPOP of the relevant profession/specialty;
- work program UD and PM;
- educational technologies used in teaching UD and PM.
The purpose of each control task and tool determines its use to measure the level of students’ achievement of established learning outcomes on one topic (section) and/or a set of topics (sections), UD and PM as a whole
.Each assessment tool as part of the CBS must be accompanied by indicators and evaluation criteria.
The CBS must necessarily include the assessment tools specified in Section 2 of the UD/PM work program “Content and structure of the discipline/module”.
The development of other procedures, means of control and evaluation, their inclusion in the QOS is carried out by the decision of the teacher(s), leading(s) UD and PM.
KOS are developed for each UD and PM. The feasibility of developing a single set of UD or PM of the same name for various professions/specialties is determined by the decision of the methodological/subject cycle commission (hereinafter referred to as the MK/PCC), which ensures the teaching of UD/PM.
6. Approaches to the formation of CBS (assessment of development results) PM
The result of mastering the PM is the readiness to perform the corresponding type of activity and the PCs that support it, as well as the development of the OC provided for the BRI as a whole.
The final form of control in PM is a qualifying exam. Assessment of the mastery of PM involves demonstrating or confirming that the student is ready to perform the specified type of professional activity and that he has developed the competencies defined in the section “Requirements for the results of mastering the OPOP” of the Federal State Educational Standard for NPO/SVE. The result of the check is an unambiguous decision: “the type of professional activity has been mastered / has not been mastered.”
The final PM certification (exam (qualifying)) is ideally carried out as an external assessment procedure with the participation of representatives of the employer. In the future, it may be supplemented by the procedure voluntary certification(independent external assessment).
The condition for admission to the (qualifying) exam is the students’ successful mastery of all elements of the PM program: the theoretical part of the module (MDC) and practices. It is possible to conduct intermediate certification for individual elements of the PM program. In this case, the recommended form of certification for educational and/or production practice is a differentiated test (DZ), for the MDK - an exam (E) or a differentiated test (DZ).
The tasks of current and milestone control in PM (certification according to MDK and practice) are to assess the formation of elements of competencies (knowledge and skills), individual competencies with subsequent aggregation (combining individual data into a single indicator) of assessments.
The results of intermediate and final control on PM are the same, but not identical. Monitoring the development of the MDC and practical training is aimed at assessing the learning results. The subject of assessment activities here is an educational institution. Monitoring the development of PM as a whole is aimed at determining the level of qualifications. The subject of assessment activities is the employer. Different directions and different subjects of control require different verification tools.
7. Algorithm for developing KOS PM
It is advisable to begin the development of content with analysis, if necessary, adjustment and clarification.outcome assessment indicatorsgiven in section 5 of the module program.
During the analysis process, special attention must be paid to the correctness of the formulation of indicators. An indicator of mastering competence can be a product or process of practical activity. If the result indicator is a product of practical activity, then it is necessary to provide a link to the quality standard of this product (for example, GOST). If the indicator of the result is the process of practical activity, then the criterion will be the compliance of the learned activity algorithms with the given ones (regulations, time parameters, etc.). In this case, the evaluation criteria are based on step-by-step monitoring of the task completion process.
If there is no normative standard for a product or process (for example, GOST), you can use the qualitative characteristics of the product or process (correctness, accuracy, etc.), but in this case it is necessary to establish criteria for them. The assessment indicator can also be the student’s justification for his actions.
The performance indicators can be formulated as follows:
Evaluation of the product of activity | Assessment of the activity process |
CORRESPONDENCE | |
|
|
QUALITY CHARACTERISTICS | |
Assessment of the process and product of activity during observation (inspection):
Note . The word “correctness” can be used if the criteria for correctness are clear
| |
Assessing the student's justification for choosing a solution:
|
It is advisable to compile a list of indicators taking into account the skills and knowledge available in the BRI structure that correspond to this type of activity. It should be remembered that competence cannot be reduced to a separate skill or knowledge, which means that the indicators of its formation must be comprehensive.
The formulation of indicators should not:
- duplicate the formulation of the competency, for example:
- contain the words “skill”, “skill”, since skill and skill cannot be indicators of themselves, for example:
- use the words “knowledge”, “presentation”, since knowledge and presentation do not yet mean mastery of competence: you can know, but not be able to apply this knowledge in a non-learning, non-typical situation, for example:
OK is the result of mastering a holistic OPOP. When studying one or another PM and/or UD, general educational, communicative, organizational, and analytical skills are formed that ensure the development of OC, therefore, to determine the indicators for their assessment in the PM program it is necessary:
- Determine what contribution the study of PM makes to the formation of each OC, i.e. what general skills does it develop?(not only the content itself can and should be taught, but also the organization of training, the methods used, forms, atmosphere).
- Determine indicators for assessing OC, taking into account the specifics of the content of PM and the time of its study. For example:
OK | Main indicators of training results |
Organize your own activities, choose standard methods and methods of performing professional tasks, evaluate their effectiveness and quality | Rational planning and organization of activities for...(specify taking into account the specific content of the PM), Timely delivery of assignments, reports, etc. Compliance of the selected methods(marketing research) their goals and objectives The validity of goal setting, selection and application of methods and methods of implementation (training session (lesson)); |
The formulation of outcome assessment indicators is carried out taking into account the following rules:
Diagnosability;
Small numbers;
Predominant use of forms from verbal nouns (correspondence, execution, choice, organization, calculation...).
After clarification of indicators, developmenttypical tasks for the exam (qualification) by PM.
Tasks can be designed to test both PC and OK, as well as a comprehensive test of competencies. Before starting to create tasks, it is necessary to group the OC and PC so that the task simultaneously involves testing both groups of competencies. It is also advisable to highlight in the list of OKs those that can be verified only on the basis of a portfolio.
Typical tasks should be competency-oriented and comprehensive. It should be remembered that competence is manifested in the readiness to apply knowledge, skills and abilities in situations that are not identical to the topics in which they were formed. This means that assignments are aimed at solving professional, rather than educational, problems. The content of assignments should be as close as possible to situations of professional activity.
Types of control and assessment tasks for assessing the results of mastering PM
Type | Essence | Options, varieties | Examples |
|
"Project" | Manufacturing of the finished product | Practice-oriented project | Making a working model of the mechanism Development of a method for preventing the disease |
|
Creative project | Making an object of decorative and applied art |
|||
"Constructor" | Assembly (disassembly) of a whole from individual elements | Redundant Job A task with an insufficient set of elements A task to change the system by replacing part of the elements or their relative positions, relationships | Assembling the mechanism (including checking its functionality) |
|
"Study" | Identification of a problem, pattern, trend, which involves independent work with sources of information | Scientific research Technological research | Forecasting the development of the situation Diagnostics of technical equipment with identification of breakdown (defect) |
|
"Role" | Demonstration of professional activity in the role of a specialist | "Field" option Imitation game option | "Taking the test at the patient's bedside." Group simulation game, including the roles of all participants in the technological process. |
|
"Situation" | Formation of proposals within the framework of professional activities to resolve a certain problem situation | "Case Method" | Suggest the optimal way to resolve a pedagogical problem at school. |
The development of standard tasks should be accompanied by the establishment of criteria for their evaluation. A set of evaluation criteria can be formatted as an expert sheet.
The formulation of standard tasks should include requirements for the conditions for their implementation (place of execution - educational/industrial practice or the exam itself (qualification); time allotted for completing the task, the need to monitor the process of completing the task, sources that can be used, etc.). The choice of conditions also depends on what type of evidence that the result has been achieved by the student is considered reliable.
In the explanatory note (passport) of the CBS, it is necessary to indicate and justify the preferred form of the exam (qualification): completing a case assignment, defending a course project. The choice of a course project as a form of examination is possible in the case when its implementation is related to the targeted order of employers, is based on practical work experience, and reflects the level of mastery of the competencies assigned to the module. If with this option of conducting the exam there is a need for additional verification of the development of individual competencies, it is necessary to provide appropriate tasks.
Tasks for the exam (qualification) can be of 3 types:
Tasks aimed at testing the mastery of the activity as a whole;
Tasks testing the mastery of a group of competencies corresponding to a specific section of the module;
Assignments testing individual competencies within a professional module.
In the course of developing the content of standard tasks, the indicators for assessing the results of mastering PM are being clarified.
Development typical tasks for step-by-step verification of the MDC and the results of internshipis carried out taking into account the following provisions.
When drawing up tasks, it is necessary to keep in mind that information that is professionally significant for mastering a type of professional activity and aimed at developing the PC indicated in Table 3.1 is being assessed. PM programs, as well as OK.
Tasks to test the assimilation of the required amount of information should also be of a comprehensive, practice-oriented nature.
A credit for educational and (or) industrial practice can be awarded on the basis of the data of the certification sheet (characteristics of the student’s professional activity in practice) indicating the types of work performed by the student during the internship, their volume, quality of performance in accordance with the technology and (or) requirements of the organization where the practice took place.
Approximate list of assessment tools
No. | Name of the assessment tool | Brief description of the evaluation tool | Submission of the assessment tool to KOS |
Business and/or role-playing game | Joint activity of a group of students and a teacher under the direction of a teacher in order to solve educational and professionally oriented problems through game modeling of a real problem situation. Allows you to evaluate the ability to analyze and solve typical professional problems. | Description of the topic (problem), concept, role and expected result of the game |
|
Tasks for independent work | A means of testing the ability to apply acquired knowledge using a predetermined methodology to solve problems or assignments for a module or discipline as a whole. | Set of tasks |
|
Test | A means of monitoring the assimilation of educational material of a topic, section or sections of a discipline, organized as a training session in the form of an interview between a teacher and students. | Questions on topics/sections of the discipline |
|
Case assignments | A problem task in which the student is asked to comprehend a real professionally oriented situation necessary to solve a given problem. | Set of case studies |
|
Test | A tool for testing the ability to apply acquired knowledge to solve problems of a certain type on a topic or section | Set of control tasks for options |
|
Round table, discussion, controversy, dispute, debate | Assessment tools that allow students to be included in the process of discussing a controversial issue or problem and assess their ability to argue their own point of view. | List of discussion topics for holding a round table, discussion, controversy, disputation, debate |
|
Portfolio | A targeted selection of student works that reveals his individual educational achievements in one or more academic disciplines. | Portfolio structure |
|
Computer testing programs Electronic workshop Virtual labs | Tools that allow you to quickly obtain objective information about students’ mastery of controlled material, the ability to present this information in detail and in a personalized manner | List of computer tests, electronic workshops, virtual laboratory work |
|
Project | The final product obtained as a result of planning and executing a set of educational and research tasks. Allows you to evaluate the students’ ability to independently construct their knowledge in the process of solving practical problems and problems, navigate the information space and the level of development of analytical, research skills, practical and creative thinking skills. Can be performed individually or by a group of students. | Topics for group and/or individual projects |
|
Workbook | A didactic complex designed for the student’s independent work and allowing him to assess the level of his assimilation of educational material. | Sample workbook |
|
Multi-level tasks and assignments | There are tasks and assignments: a) introductory, allowing to evaluate and diagnose knowledge of factual material (basic concepts, algorithms, facts) and the ability to correctly use special terms and concepts, recognition of objects of study within a certain section of the discipline; b) reproductive level, allowing to evaluate and diagnose the ability to synthesize, analyze, generalize factual and theoretical material with the formulation of specific conclusions, establishing cause-and-effect relationships; c) productive level, allowing to evaluate and diagnose skills, integrate knowledge of various fields, argue one’s own point of view, and perform problematic tasks. | A set of multi-level tasks and assignments |
|
Essay | The product of the student’s independent work, which is a brief written summary of the obtained results of a theoretical analysis of a certain scientific (educational and research) topic, where the author reveals the essence of the problem under study, gives various points of view, as well as his own views on it. | Abstract topics |
|
Message/Report | A product of a student’s independent work, which is a public speech presenting the results obtained in solving a specific educational, practical, educational, research or scientific topic | Topics of reports, messages |
|
Interview | A means of control, organized as a special conversation between a teacher and a student on topics related to the discipline being studied, and designed to determine the amount of knowledge of the student in a certain section, topic, problem, etc. | Questions on topics/sections of UD, PM |
|
Typical task | Standard tasks that allow you to test your ability to solve both educational and professional problems. The content of assignments should correspond as much as possible to the types of professional activities | Set of standard tasks |
|
Creative task | A partially regulated task that has a non-standard solution and allows you to diagnose skills, integrate knowledge of various fields, and argue your own point of view. Can be performed individually or by a group of students. | Topics for group and/or individual creative assignments |
|
Test | A system of standardized tasks that allows you to automate the procedure for measuring the level of knowledge and skills of a student. | Set of test tasks |
|
Training apparatus | A technical tool that can be used to control the professional skills and abilities acquired by a student in managing a specific material object. | A set of tasks for working on the simulator |
|
Essay | A tool that allows you to assess the student’s ability to express in writing the essence of the problem posed, independently analyze this problem using the concepts and analytical tools of the relevant discipline, and draw conclusions that generalize the author’s position on the problem posed. | Essay topic |
A set of control and evaluation tools for the academic discipline
______________________
(Name)
(code, name)
Developer(s): |
Explanatory note
A set of control and evaluation tools (hereinafter - KOS) for the discipline
(code, name of discipline)
designed for ongoing monitoring and intermediate certification of students.
________________________________________________________
* The name of the topic (section) or topics (sections) must correspond to the work program of the discipline.
Cover form for exam papers
tickets by UD/MDK
EXAMINATION TICKETS
Speciality (code, name):
Discipline/MDK:
Group: №____
Semester: №___
Teachers:
Considered at the meeting of the MK/PCC__________________________________________________________
Name
Chairman of the MK/PCC ____________/_________________________/
Signature Explanation of signature
Exam form
ticket according to UD/MDK
Discipline/MDK:
Speciality (code, name):
EXAMINATION TICKET No.____
1. Question (task No. 1)……………………………………………………….………...
2. Question (task No. 2)………………………………………….………………………...
3. * …………………………………………………………………………………………..
Signature Explanation of signature
* The practical task/task is included at the discretion of the teacher. It is reviewed and approved at the meeting of the MK/PCC. Attached to the set of exam papers are assessment criteria for the discipline developed by the teacher and approved at the meeting of the MK/PTSK.
Criteria for evaluation:
Exam list form
questions on UD/MDK
QUESTIONS FOR THE EXAM
in discipline/MDK “_______________________________________________________________”
specialty ______________________________________________, ____ course
- Question title
- Question title
- Title of the question it,d
Teacher ______________________ /_________________________/
Signature Explanation of signature
Considered at the meeting of the MK/PCC__________________________________________
Name
Protocol No. __ dated “___”_______ 20__
Chairman of the MK/PCC ____________ /____________________/
Signature Explanation of signature
"____"____20__
Completing the assignment for
business (role-playing) games
Business (role-playing) game
(name of the discipline)
1. Topic (problem) …………………………………………………………………….
……………………………………………………………………………………….…….…………………………………………………………………………………………….
2. Game concept …………………………………………………………………….
……………………………………………………………………………………….………………………………………………………………………………………………….
3. Roles:
- …………………………………………………………………………………..………;
- …………………………………………………………………………………………...
4. Expected result(s):………………………………………...…………….
…………………………………………………………………………………………….
- Criteria for evaluation:
Case assignment design
Case assignment
by discipline________________________________________________________
(name of the discipline)
Specialty (code, name):_____________________________________________
_____________________________________________________________________
Task(s):
3. ………………………………………………………
Criteria for evaluation:
Formulation of questions for
interviews, tests
Questions for interview, test
by discipline_________________________________________________________
(name of the discipline)
Specialty (code, name):_____________________________________________
_____________________________________________________________________
Chapter ……………………….…………………………………………………………….
1. . …………………………………………………………………………………...……..
2. ………………………………………………………………………………..………….
n ….………………………………………………………………………………..
Chapter ……………………….…..………………………………………………………...
1. …………………………………………………………………………………………...
2. …………………………………………………………………………………………...
n ……………….…………………………………………………………………………………………..
Criteria for evaluation:
Preparation of a set of assignments
for test work
A set of tasks for the test
by discipline ______________________________________________________
(name of the discipline)
Specialty (code, name):__________________________________________________________
____________________________________________________________________________________
Subject
Option 1
Subject ……………………………………………………………….………………………………………
Option 2 …………………………………………………………..…..…………………………………
Exercise 1 ……………………………………………………………...………………………………..…
Criteria for evaluation:
Making a list of topics
Course projects in UD/PM
Topics of course projects (works)
Specialty (code, name):____________________________________________________________
_____________________________________________________________________________________
Group: ___________
Form of study: (full-time, part-time)
p/p | FULL NAME. student | Topic of the course project (work) |
Criteria for evaluation:
Design of topics for a round table
List of discussion topics for the round table
(discussion, controversy, disputation, debate)
by discipline ____ ________________________________ ___________________
(name of the discipline)
Specialty (code, name):_____________________________________________
_____________________________________________________________________
1. ……………...……………………………………………………………………………..
2.……………………………………………………………………………………….…...
n. ……….…………………………..…………………………………………………….
Criteria for evaluation:
Registration of the task
for portfolio
by discipline _____ ____________________________________ _________________
(name of the discipline)
Specialty (code, name):_________________________________________
_____________________________________________________________________
1. Portfolio title __________________________________________________
2.Typeportfolio ___________________________________________________
(documents, works, reviews, mixed)
- Verifiable OK
OK, which are subject to verification | Indicators result evaluation |
|
|
4. Portfolio structure(invariant and variable parts):
5. Portfolio evaluation criteriaare contained in the methodological recommendations for compiling a portfolio.
Registration of group and/or
individual creative
assignments/projects
Topics of group and/or individual creative assignments/projects**
by discipline___________________________________________________________
(name of the discipline)
Specialty (code, name):_____________________________________________
_____________________________________________________________________
Group creative tasks(projects):
1. ……………………………………………………………………………………..……...
n …………………………………………………………………………………..…
Individual creative tasks (projects):
1. …………………………………………………………………………………………….
2. ………………………………………………………………………………………….…
n………………………………………………………………………………..……
Criteria for evaluation:
Set design
assignments by type of work
Set of tasks to complete
independent work, work on a simulator, stand
by discipline____ ____________________________________ ________________
(name of the discipline)
Specialty (code, name):_____________________________________________
_____________________________________________________________________
Task (task) 1. …………………………………………………………………………………………
Task (task) 2. ……………………………………………………….………………...
Task (task) n. …………………………………………………………………………………………
Criteria for evaluation:
Designing topics for essays
Essay Topics
(abstracts, reports, messages)
by discipline____________ ____________________________________ _________
(name of the discipline)
Specialty (code, name):_____________________________________________
_____________________________________________________________________
1. ………………………………………………………………………………………….....
2. …………………………………………………………………………………………….
3. ………………………………………………………………………………………...…..
… …………………………………………………………………………………………...
n. …………….………………………………………………………………………………………....
Criteria for evaluation:
A set of control and assessment tools for the professional module
_____________________________________________________________________
(Name)
specialties of secondary vocational education/professions of non-governmental education
________________________________________________________________________
(code, name)
Explanatory note
The result of mastering the professional module __________________________
(code, name)
________________________________________________________________________________________________________________________________________________ the student’s readiness to perform the type of professional activity________________________________________________________________________________________________________________________________________________________________________________________________ and its constituent professional competencies (PC), as well as general competencies (GC), formed in the process of mastering the OPOP as a whole.
The form of certification for the professional module is an exam (qualification). The result of the exam is an unambiguous decision: “type of professional activity mastered/not mastered.”
FOR SVE: indicate the preferred form of examination: completing case assignments, defending a course project (for technical specialties). In the case of an exam in the form of defending a course project, it may be necessary to additionally check the maturity of individual competencies. To do this, appropriate tasks should be provided.
The assessment tools used in WWTP are presented in the table.
Module element | Controlled competency code (or parts thereof) | Evaluation tool | ||
Current control | Interim certification | Final control |
||
MDK.01.01. | ||||
MDKn | ||||
UP | ||||
PP |
1. Assessment of the development of MDC__________________________________________
(code, name)
Samples of the design of assessment tools are presented in Appendix 2.
2. Evaluation of educational and (or) work experience
A differentiated credit for educational and (or) production practice is awarded on the basis of the data of the certification sheet (characteristics of the student’s professional activity during practice) indicating the types of work performed by the student, their volume, quality of performance in accordance with the technology and (or) requirements of the organization, in which the practice took place.
Form of certification sheet
Attestation sheet
(characteristics of the student’s professional activity during educational/industrial practice)
1. Full name of the student, group number, specialty/profession_____________________
2. Name, legal address of the place of practice (organization), __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Practice time ________________________________________________
4. Types and volume of work performed by the student during the internship:
____________________________________________________________________
________________________________________________________________________________________________________________________________________________
5. The quality of work performed in accordance with the technology and (or) requirements of the organization in which the internship took place
________________________________________________________________________________________________________________________________________________________________________________________________________________________
“___”___________20_______________ /_________________/
date
____________________________ / ________________________/
Signatures of the practice manager, representative of the organization
3. Structure of the CBS for the exam (qualifying)
Tasks for EK are generated in 3 ways:
1. Tasks aimed at testing the mastery of the type of activity (the entire module) as a whole.
2. Tasks testing the mastery of a group of competencies corresponding to a specific section of the module.
PC1. Determine goals, objectives and plan work with parents.
OK2. Organize your own activities, determine methods for solving professional problems, evaluate their effectiveness and quality.
OK4. Search, analyze and evaluate information necessary for setting and solving professional problems, professional and personal development.
Compliance of the prepared consultation plan with the required criteria.
Validity of the choice of type, methods and techniques of counseling.
The validity of the choice and optimality of the composition of sources necessary to solve the problem.
Rational distribution of time for all stages of problem solving
Coincidence of the results of self-analysis and expert analysis of the developed plan
- Task for the examinee. Option___________
Instructions
Read the assignment carefully. You can use(specify what) ______________________________________________________________________________________________________________________________________________________________________________________________________________________
The task completion time is _____________.
Exercise
Task text
- Examiner Pack
Conditions
The number of task options for the examinee is _______.
The task completion time is ______.
Equipment:________________________________________________________ ________________________________________________________________________________________________________________________________________________.
Literature for students:
Textbooks:
Teaching aids:at least 5 out of 10 indicated.
References:at least 5 out of 10 indicated.
Criteria for evaluation
Completing the task:
- accessing information sources during the task;
- rational distribution of time to complete a task
The following stages of completing the task are required: familiarization with the task and planning the work; receiving the information; product preparation; reflection on task completion and correction of the prepared product before delivery.
Prepared product/implemented process
Characteristics of the product/process (evaluation criteria: description of the quality standard; specified algorithm; stages of the task completion process, etc.) and mark of completion/failure. You can use one of the tables:
Portfolio protection(if enabledVETo)
1. Portfolio type ______________________________________________(portfolio of documents, portfolio of works, reflective portfolio, mixed type of portfolio)
2. Testable learning outcomes :__________________________________ ________________________________________________________________________
3. Evaluation criteria:
Portfolio assessment
1.3. Portfolio requirements
by discipline_____ ____________________________________ __________________
(name of the discipline)
Speciality(code, name):__________________________________________
______________________________________________________________________
1. Portfolio title ___________________________________________________
2. Typeportfolio _____________________________________________________
(portfolio of documents, works, reviews, mixed)
- Checkable PC OKs
OK and PC which are subject to verification | Indicators result evaluation |
OK2. Organize your own activities, determine methods for solving professional problems, evaluate their effectiveness and quality. OK4. Search, analyze and evaluate information necessary for setting and solving professional problems, professional and personal development. | The validity of the choice and optimality of the composition of sources necessary to solve the problem. Rational distribution of time for all stages of problem solving Coincidence of the results of self-analysis and expert analysis of the developed plan |
4. Portfolio structure (invariant and variable parts):
4.1. ………………………………………………………………………………………
4.2. ………………………………………………………………………………………
.………………………………………………………………………………………..…
4.n…….………………………………………………………………………………..…
5. Evaluation criteria
Codes of tested competencies | Result evaluation indicators | Grade (Not really) |
General competencies: | ||
Professional competencies: | ||
This assessment tool must be accompanied by developed methodological recommendations on its preparation and use
Indicate the codes of the tested OCs, as well as, possibly, PCs, the verification of which is not provided directly during the examination (qualification) in PM.
This assessment tool must be accompanied by developed methodological recommendations for its preparation, use and evaluation.