Methods of evidence-based argumentation of competence assessment
Abstract
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.
About the Author
N. F. Efremova
Don state technical University
Russian Federation
Russian Federation
Nadezhda F. Efremova
Rostov-on-Don
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For citations:
Efremova N.F. Methods of evidence-based argumentation of competence assessment. Innovative science: psychology, pedagogy, defectology. 2020;3(2):112-124. (In Russ.)
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