inppdИнновационная наука: Психология. Педагогика. ДефектологияInnovative science: psychology, pedagogy, defectology2658-7165Don State Technical University - DSTU, Rostov-on-Don, Russiainppd-102Research ArticleПЕДАГОГИКАPEDAGOGYПриемы доказательной аргументации оценки компетенцийMethods of evidence-based argumentation of competence assessmenthttps://orcid.org/0000-0003-4556-008XЕфремоваН. Ф.EfremovaN. F.

Надежда Ф. Ефремова

Ростов-на-Дону

Nadezhda F. Efremova

Rostov-on-Don

nefremova61@dstu.edu.ruДонской государственный технический университетРоссияDon state technical UniversityRussian Federation20201308202332112124Copyright © Ефремова Н.Ф., 20202020Ефремова Н.Ф.Efremova N.F.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.inov-ppd.ru/jour/article/view/102

В статье представлен новый взгляд на проблему оценивания компетенций студентов. В разделе «Введение» описаны проблемы обеспечения надежности результатов оценивания компетенций, существующие на настоящий момент в системе профессионального образования. Показаны отличительные особенности компетенций, которые необходимо учитывать при разработке и использовании оценочного инструментария для выявления их сформированности. Отмечено, что трудности оценочного процесса, в первую очередь, обусловлены сложной структурой и глубокой латентностью компетенций. В разделе «Теоретическое обоснование» на основе исследований ряда зарубежных авторов показана новизна метода проектирования оценочных средств и процессов на основе принципа доказательной аргументации для получения фактических данных о результатах обучения. Концептуальная основа доказательной аргументации по методу Evidence-based Assessment строится на последовательной разработке ряда моделей оценки: конструкта, задания, сборки, статистической обработки результатов и их интерпретации. Важным условием проявления компетенций является планируемая деятельность испытуемых в ситуации оценки. В разделе «Обсуждение результатов» отмечается, что в отечественном образовании модели доказательной комплексной оценки компетенций обучающихся, обеспечивающей высокую надежность и валидность результатов, пока не нашли широкого применения. Предложенный в статье подход может быть полезен преподавателями системы высшего образования при планировании результатов освоения образовательных программ и использовании научно обоснованных методов конструирования средств оценки когнитивных и компетентностных достижений студентов. В заключении сформулирован вывод о том, что предложенный метод использования моделей доказательной аргументации может способствовать дальнейшему развитию контрольно-оценочной деятельности для снижения погрешности в оценке и получения данных, способствующих повышению качества обучения в условиях компетентностного подхода.

The article presents a new look at the problem of assessing students' competencies. The section "Introduction" describes the problems of ensuring the reliability of the results of assessing competencies that currently exist in the vocational education system. The distinctive features of competencies that must be taken into account when developing and using assessment tools to identify their development are shown. It is noted that the difficulties of the assessment process are primarily due to the complex structure and deep latency of competencies. In the section "Theoretical substantiation", based on the research of a number of foreign authors, the novelty of the method of designing assessment tools and processes based on the principle of evidence-based argumentation for obtaining factual data on learning outcomes is shown. The conceptual basis of evidence-based argumentation using the Evidencebased Assessment method is based on the sequential development of a number of assessment models: construct, assignment, assembly, statistical processing of results and their interpretation. An important condition for the manifestation of competencies is the planned activity of the subjects in the assessment situation. In the section "Discussion of the results" it is noted that in domestic education the models of evidence-based comprehensive assessment of students' competencies, which ensure high reliability and validity of the results, have not yet found wide application. The approach proposed in the article can be useful for teachers of the higher education system when planning the results of mastering educational programs and using scientifically based methods for constructing means of assessing the cognitive and competence achievements of students. In the conclusion, the conclusion is formulated that the proposed method of using models of evidence-based argumentation can contribute to the further development of control and assessment activities to reduce errors in the assessment and obtain data that contribute to improving the quality of training in a competence-based approach.

компетенциикачество обучениярезультаты обученияоценочные средствапроектирование оценкимодель заданияcompetencieslearning qualitylearning outcomesevaluation toolsevaluation designtask modelReferencesЕфремова Н. Ф. Аргументация и доказательства достоверности оценок компетенций студентов. Известия Дагестанского государственного педагогического университета. Психолого-педагогические науки // Известия Дагестанского государственного педагогического университета. Психолого-педагогические науки. 2018. Т.12, №2. С. 43–50. doi: http://dx.doi.org/10.31161/1995-0659-2018-12-2-43-50Armstrong, S., Chan, S., Malfroy, J., Thomson, R. (2015). Assessment Guide Implementing criteria and standards-based assessment. Sydney: University of Western Sydney.Armstrong S., Chan S., Malfroy J., Thomson R. Assessment Guide Implementing criteria and standards-based assessment. Sydney: University of Western Sydney, 2015. 80 p.Baartman, L., Gulikers, T. (2014). Assessment as the cornerstone of high quality vocational education: An analysis of 11 assessment programs in senior secondary and higher vocational education. Pedagogische Studien, 91(1), 54–68.Baartman L., Gulikers T. Assessment as the cornerstone of high quality vocational education: An analysis of 11 assessment programs in senior secondary and higher vocational education // Pedagogische Studien. 2014. Vol. 91, Issue 1. P. 54–68.Bennett, R. E. (2018). Educational Assessment: What to Watch in a Rapidly Changing World. Educational Measurement: Issues and Practice, 27(1), 5–12.Bennett R. E. Educational Assessment: What to Watch in a Rapidly Changing World // Educational Measurement: Issues and Practice, 2018. Vol. 27, Issue 1. P. 5–12.Biggs, J., Tang, C. (2011). Teaching for Quality Learning at University: What the Student Does. New York: McGraw-Hill Education.Biggs J., Tang C. Teaching for Quality Learning at University: What the Student Does. New York: McGraw-Hill Education, 2011. 389 p.Boyatzis, R. E. (2008). Competencies in the 21st century. Journal of Management Development, 27(1), 5–12. doi: http://dx.doi.org/10.1108/02621710810840730Boyatzis R. E. Competencies in the 21st century // Journal of Management Development. 2008. Vol. 27, Issue 1. P. 5–12. doi: http://dx.doi.org/10.1108/02621710810840730Care, E., Scoular, C., Griffin, P. (2016). Assessment of Collaborative Problem Solving in Education Environments. Applied Measurement in Education. 29(4), 250–264, doi: http://dx.doi.org/10.1080/08957347.2016.1209204Care E. Assessment as a Stimulus for Scaling 21st Century Skills in Education Systems. Brookings Institution, 2020. 31 p.Care, E., Griffin, P., Wilson, M. (2018). Assessment and Teaching of 21st Century Skills. Research and Applications. Springer Science & Business Media. doi: http:// dx.doi.org/10.1007/978-3-319-65368-6Care E., Griffin P., Wilson M. Assessment and Teaching of 21st Century Skills. Research and Applications. Springer Science & Business Media, 2018. 276 p. doi: http://dx.doi.org/10.1007/978-3-319-65368-6Care, E. (2020). Assessment as a Stimulus for Scaling 21st Century Skills in Education Systems. Brookings Institution.Care E., Scoular C., Griffin P. Assessment of Collaborative Problem Solving in Education Environments // Applied Measurement in Education. 2016. Vol. 29, Issue 4. P. 250–264. doi: http://dx.doi.org/10.1080/08957347.2016.1209204Davletkaliyeva, Y. S., Muldasheva, B. K., Izteleuova, Z. S., Kulbaeva, B. S., Satova, D. E. (2015). Criteria-Based Assessment as a Method of Qualitative Development of Teaching and Learning Process. International Journal of Applied and Fundamental Research. 3. URL: www.science-sd.com/462-24947Davletkaliyeva Y. S., Muldasheva B. K., Izteleuova Z. S., Kulbaeva B. S., Satova D. E. Criteria-Based Assessment as a Method of Qualitative Development of Teaching and Learning Process // International Journal of Applied and Fundamental Research. 2015. Vol. 3. URL: www.science-sd.com/462-24947 (Дата обращения: 21.10.2020).Efremova, N. F., Meskhi, B. Ch., Shvedova, S. V. (2019). Quality assurance in the context of european integration. Journal of supranational policies of education, 10, 40–56. doi: https://doi.org/10.15366/jospoe2019.10.003Efremova N. F. Huseynova А. А. Shvedova S. V. The influence of assessment on learning motivation. SHS Web Conf. Trends in the Development of Psycho-Pedagogical Education in the Conditions of Transitional Society, 70, 04003. Les Ulis: EDP Sciences, 2019. doi: http://dx.doi.org/10.1051/shsconf/20197004003Efremova, N. F. Huseynova, А. А. Shvedova, S. V. (2019). The influence of assessment on learning motivation. In Trends in the development of psychological and pedagogical education in a transitive society. Proceedings of the SHS Web Conf. Trends in the Development of Psycho-Pedagogical Education in the Conditions of Transitional Society. 04003. Les Ulis: EDP Sciences. doi: https://doi.org/10.1051/shsconf/20197004003Efremova N. F., Meskhi B. Ch., Shvedova S. V. Quality assurance in the context of european integration // Ournal of supranational policies of education. 2019. Vol. 10. P. 40–56. doi: http://dx.doi.org/10.15366/jospoe2019.10.003Efremova, N. F. (2018). Argumentation and evidence of the reliability of assessments of students' competencies. Izvestiya Dagestanskogo gosudarstvennogo pedagogicheskogo universiteta. Psikhologo-pedagogicheskie nauki = Izvestia of the Dagestan State Pedagogical University. Psychological and pedagogical sciences, 12(2), 43–50. doi: http://dx.doi.org/10.31161/1995-0659-2018-12-2-43-50 (in Russ.).Gulikers J. T. M., Bastiaens T. J., Kirschner P. A., Kester L. Relations between student perceptions of assessment authenticity, study approaches and learning outcome // Studies in Educational Evaluation. 2006. Vol. 32, Issue 4. P. 381–400. doi: http://dx.doi.org/10.1016/j.stueduc.2006.10.003Gulikers, J. T. M., Bastiaens, T. J., Kirschner, P. A., & Kester, L. (2006). Relations between student perceptions of assessment authenticity, study approaches and learning outcome. Studies in Educational Evaluation, 32(4), 381–400. doi: https:// doi.org/10.1016/j.stueduc.2006.10.003Hansen E. G., Zapata-Rivera D. et al. Evidence Centered Design for Developing High-Quality Learning-Centered Assessments. 2009. URL: https://www.researchgate.net/publication/237295116_Evidence_Centered_Design_for_Developing_High-Quality_Learning-Centered_AssessmentsHansen, E.G., Zapata-Rivera, D. et al. (2009). Evidence Centered Design for Developing High-Quality Learning-Centered Assessments. URL: https:// www.researchgate.net/publication/237295116_Evidence_Centered_Design_for_Developing_High-Quality_Learning-Centered_AssessmentsHermelin E., Lievens F., Robertson I. T. The Validity of Assessment Centres for the Prediction of Supervisory Performance Ratings // International Journal of Selection and Assessment. 2007. Vol. 15, Issue 4. P. 405–411. doi: http://dx.doi.org/10.1111/j.1468-2389.2007.00399.xHermelin, E., Lievens, F., Robertson, I.T. (2007). The Validity of Assessment Centres for the Prediction of Supervisory Performance Ratings. International Journal of Selection and Assessment, 15(4). 405–411. doi: http://dx.doi.org/10.1111/j.1468-2389.2007.00399.xHunsley J., Mash E. J. Evidence-based assessment // Annual Review of Clinical Psychology. 2007. Vol. 3. P. 29–51. doi: http://dx.doi.org/10.1146/annurev.clinpsy.3.022806.091419Hunsley, J., Mash, E.J. (2007). Evidence-based assessment. Annual Review of Clinical Psychology, 3, 29–51. doi: http://dx.doi.org/10.1146/annurev.clinpsy.3.022806.091419Jenkins M. M., Youngstrom E. A., Washburn J. J. Youngstrom J. K. Evidence-Based Strategies Improve Assessment of Pediatric Bipolar Disorder by Community Practitioners // Professional Psychology: Research and Practice. 2011. Vol. 42, Issue 2. P. 121–129. doi: http://dx.doi.org/10.1037/a0022506Jenkins, M. M., Youngstrom, E.A., Washburn, J. J. Youngstrom, J. K. (2011). Evidence-Based Strategies Improve Assessment of Pediatric Bipolar Disorder by Community Practitioners. Professional Psychology: Research and Practice, 42(2), 121–129. doi: http://dx.doi.org/10.1037/a0022506Joshi V., Parashar S., Sharma P. Evidence Based Assessment – Policy, Principle and Practice Perspective // World Conference on Research in Education. Berlin, 2019. P. 29–31. doi: http://dx.doi.org/10.33422/worldcre.2019.08.459Joshi, V., Parashar, S., Sharma, P. (2019). Evidence Based Assessment - Policy, Principle and Practice Perspective. In World Conference on Research in Education (pp. 29–31). Berlin. doi: http://dx.doi.org/10.33422/worldcre.2019.08.459Mislevy R. J. Evidence-Centered Design for Simulation-Based Assessment // Military Medicine. 2013. Vol. 178. Issue 10. P. 107–114. doi: http://dx.doi.org/10.7205/MILMED-D-13-00213Mislevy, R. J., Almond, R. G., Lukas, J. F. (2003). A Brief Introduction to Evidencecentered Design. Princeton: Educational Testing Service.Mislevy R. J., Almond R. G., Lukas J. F. A Brief Introduction to Evidence-centered Design. Princeton: Educational Testing Service. 2003. 37 p.Mislevy, R. J. (2013). Evidence-Centered Design for Simulation-Based Assessment. Military Medicine, 178(10). 107–114. doi: http://dx.doi.org/10.7205/MILMED-D-13-00213Steglitz J., Warnick J. L., Hoffman S. A., Johnston W., Spring B. Evidence-Based Practice. International Encyclopedia of the Social & Behavioral Sciences, 2nd edition. 2015. Chicago: Northwestern University. P. 332-338. doi: http://dx.doi.org/10.1016/B978-0-08-097086-8.10540-9Steglitz, J., Warnick, J. L., Hoffman, S. A., Johnston, W., Spring, B. (2015). Evidence-Based Practice. In International Encyclopedia of the Social & Behavioral Sciences, 2nd edition (pp. 332–338). Chicago: Northwestern University. doi: http:// dx.doi.org/10.1016/B978-0-08-097086-8.10540-9

The authors declare that there are no conflicts of interest present.