Formation of phos. Methodical recommendations for the formation of the fund of evaluation means methodological development on the topic. Assessment funds
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1 ADMINISTRATION OF THE SMOLENSK REGION DEPARTMENT OF THE SMOLENSK REGION FOR CULTURE AND TOURISM OGOBU VPO "SMOLENSK STATE INSTITUTE OF ARTS" APPROVED and. about. Rector of the Institute I.V.Khriptulov February 19, 2015 METHODOLOGICAL RECOMMENDATIONS for the formation of funds of appraisal funds ACCEPTED at a meeting of the Scientific Council of the Institute Protocol 7 of February 19, 2015 CONSIDERED at a meeting of the Scientific and Methodological Council of the Institute Protocol 7 of 12 »February 2015 Chairman of the Board E.V. Gorbyleva SMOLENSK, 2015
2 Contents 1. General provisions 2. Requirements for FOS in accordance with FGOS HPE 3. Functions different types funds of appraisal funds 4. Development and examination of FOS 5. Basic requirements for the structure and content of FOS 5.1. Characteristics of the structural parts of FOS 5.2. FOS content for different stages of control 6. Requirements for registration and storage of FOS 7. Assessment technique 7.1. Methods, types and forms of assessment 7.2. Description of types of control by stages of training 7.3. The main forms of assessment at the university Oral survey Written check Schedule of the controlling event assessment plan 8. Marking 8.1. Evaluation of tasks with a freely constructed answer 8.2. Types of assessment scales 9. Means for assessing learning outcomes 9.1. Requirements for control tasks 10. Appendices
3 1. GENERAL PROVISIONS The main feature of the federal state educational standards of higher professional education (FSES HPE) is orientation not to the content, but to the result of education, expressed through the competence of bachelors and specialists. The structure and content of OEP and a separate discipline (module), educational technologies, including planning and assessing the quality of training for bachelors and masters, should be aimed at the formation and achievement of the declared learning outcome. Assessment is aimed at the systematic establishment of correspondence between the planned and achieved learning outcomes. The emphasis of the educational process is transferred to the control and evaluation component, which allows you to systematically monitor, diagnose, and correct the learning process. Already at the design stage of the OOP, it is necessary to plan what methods and means will be used to evaluate the learning outcomes, which will serve as proof of achieving the goals educational programs... In accordance with the requirements of the Federal State Educational Standard of Higher Professional Education, for attestation of students for the compliance of their educational achievements with the stage-by-stage requirements of the corresponding basic educational program (OEP), funds of evaluation means (FOS) are created for conducting the current assessment, intermediate and final attestation of students. FOS is an integral part of the regulatory and methodological support of the system for assessing the quality of mastering the MEP of HPE, it is part of the MEP as a whole and the passport of competencies (in particular, the Work Program) of the corresponding discipline. The fund of assessment tools is a set of teaching materials that regulate the procedures for assessing learning outcomes, i.e. establishing the compliance of educational achievements with the planned learning outcomes and the requirements of educational programs, work programs of modules (disciplines). FOS as an assessment system consists of three parts:
4 - a structured list of objects of assessment (codifier / structural matrix for the formation and assessment of learning outcomes of OEP, discipline), - the base of educational tasks, - methodological equipment of assessment procedures. When planning and developing WCF as an assessment system, a limited set of elements is used: - goals / learning outcomes; - indicators and evaluation criteria; - content control area; - functions and objectives of control; - types, methods and forms of control; - assessment tools / learning assignments. FOS, in addition to performing evaluative functions, best characterizes the educational level of the institution. The quality of the fund of assessment tools and technologies is a striking indicator of the educational potential of the university, a kind of visiting card of institutes, faculties, departments that implement the educational process in relevant areas. To assess the effectiveness of the control system, generalized criteria are used: productivity, efficiency, adaptability, didacticity, efficiency, reliability. 2. REQUIREMENTS FOR FOS IN ACCORDANCE WITH FGOS HPE Formation of FOS in accordance with the requirements of the competence-based approach is carried out on the basis of the use of control methods that help to form student self-esteem and aimed at reflection cognitive activities; the use of methods of group and mutual evaluations (peer reviewing of each other's work by students; students opposing projects, diploma, research papers, etc.; expert evaluations by groups of students, teachers and employers, etc.); transition from the assessment of learning outcomes only to systematic monitoring, including
5 operational (control for training); creating conditions for the assessment system as close as possible to the conditions of future professional practice (for example, the use of situational tasks based on contextual learning, which provides an integrated assessment of several characteristics at the same time); tracking and fixing the formation of personal qualities (it is necessary to provide an assessment of the ability for creative activity, contributing to the preparation of a graduate who is ready to search for solutions to new problems); shifting the emphasis in control from what they do not “know” to assessing what they “know”, are able to, and are able to demonstrate; external assessment, which ensures the use of generally accepted criteria, indicators of the quality of education (the growing role of independent expert assessment, including by potential employers and professional communities); increasing the objectivity of assessment results when using high-quality standardized instruments; the use of software tools that allow for adaptive control, timely individual correction of training, as well as store and process information on all assessment activities. The fund of assessment tools should be formed on the basis of the key principles of assessment: - validity (objects and content of assessment should correspond to the set goals and functions of control and training); - reliability (focus of the methods and tools used on the objectivity of the assessment); - efficiency (optimal choice for specific conditions of use of goals, methods and means of control). 3. FUNCTIONS OF DIFFERENT TYPES OF FUNDS OF EVALUATION TOOLS Funds of evaluation means are formed to solve educational problems: - control and management of the educational process by all participants;
6 - control (using a set of assessment tools) and management (using feedback elements) the achievement of the goals of educational programs, defined as a set of graduates' competencies; - Achievement of such a level of control and management of the quality of education, which would ensure unhindered recognition of graduates' qualifications by Russian and foreign employers, as well as world educational systems. In accordance with the requirements of the Federal State Educational Standard of Higher Professional Education, the institute creates funds of assessment tools for conducting current assessment, intermediate and final certification in order to establish the compliance of students' educational achievements with the requirements of the relevant educational programs. Functions of various FOS: - FOS of current control is used for operational and regular management of educational activities (including independent) of students. In the context of the rating control system, the results of the student's current assessment are used as an indicator of his current rating. - FOS of intermediate (semester) certification of students in a module (discipline) is designed to assess the degree of achievement of the planned learning outcomes upon completion of the study of the module / discipline in the established curriculum form: credit, exam, term paper, practice report, etc. - FOS of the final attestation is used to conduct the state exam, perform the final qualifying work and assess the quality of the PLO. In the course of the final state certification, the degree of compliance of the formed competencies of graduates with the requirements of the general educational program of the corresponding direction is assessed. The final state certification should be considered as a demonstration by the graduate of the abilities and capabilities in professional activity. FOSs are intended for use by students, universities, third-party organizations to assess the effectiveness and quality of the educational process,
7 educational programs, the degree of their adequacy to the conditions of future professional activity. 4. DEVELOPMENT AND EXPERTISE OF FOS According to the regulatory and methodological documents related to the introduction of the FGOS, the following procedure for creating a FOS is assumed. The preliminary stage is associated with planning control activities. For each of them, the WCF developer must answer the questions: What to evaluate / what learning outcomes and its components? How to ensure the assessment of these objects of control / what methods of activity will be most optimal for the assessment of these particular objects of control? What funds are needed to carry out this activity when evaluating these objects? It is advisable to structure the assessment plan in the form of a matrix, in which each object of control (learning result or its component) will be matched with: training content, assessment method and learning tasks. The formation of a structural matrix for the formation and assessment of learning outcomes (codifier) \u200b\u200binvolves the implementation of the following actions. 1) Based on the requirements of the Federal State Educational Standard, the declared goals of the PLO and the academic freedoms of the university, the PLO establishes the full range of requirements for the graduate in the form of planned learning outcomes and a list of competencies to be formed. The structure of the MEP contains a matrix that correlates the list of requirements for a graduate with an array of basic educational modules / disciplines. Moreover, each module can be sufficient for the formation of the corresponding ability, or it can have the status of a necessary one, i.e. forming this ability only in conjunction with other modules. With sequential or parallel study of disciplines that form the same learning outcomes for OEP, it is necessary to take into account the level of development of competencies and components of learning outcomes.
8 For each learning outcome or its component that have certain codes in OOP, behavioral indicators are determined. The main difference between learning outcomes and indicators is that learning outcomes are general information and are not directly measurable, while indicators reflect unambiguously identifiable student activities that are measurable. Behavioral indicators of achievement of learning outcomes (objects of assessment): - are the focus of evaluating each learning outcome and determine specific actions that students can demonstrate as a result of learning (standards of effective / desirable behavior); - establish a minimum level for assessment; - allow the description of the desired behavior / behavior of students and reduce the confusion associated with the demonstration of expected abilities. The developer needs to formulate a list of student actions that clearly show the achievement of the required learning outcome. The unambiguity of the formulation of the control object is diagnosable using B. Bloom's taxonomy based on the specification of learning outcomes at a certain stage of the educational process. Hence the need to develop different types of FOS for current assessment, intermediate and final certification. - consist of an action verb and content. In essence, these are answers to the questions "what is doing, how is doing?" Indicators and their manifestation in behavior should be spelled out in simple words, understandable and easily measurable in human behavior. Each indicator must be unambiguous and avoid double interpretation. It is important that behavioral indicators of learning outcomes, on the one hand, reliably reveal the desired behavior, and, on the other, do not duplicate each other. - possess the properties of a scale, that is, there is an obvious progression from the lowest level of performance to the highest. For the learning outcome of the program
9 compiles 5-9 indicators. For a specific discipline, 3-5 indicators. Indicators define the content of the training. Spot training for specific tasks will require less costs than global training for everything. In the assessment process, behavioral indicators are the basis for comparing what was and how it became (provided that an initial level assessment was carried out before the start of training). Example: “Blurred” wording and “hard to measure” indicator: Has analytical thinking “Simple” wording and “measurable” indicator: Sees preconditions or consequences of a situation or information Analyzes situations to calculate the consequences Foresees real obstacles It is advisable to use a subject-based approach when concretizing learning outcomes by correlating indicators of diagnosed learning outcomes and learning content. This correspondence is determined in the Codifier (structural matrix for the formation and assessment of learning outcomes). For intermediate certification, the codifier contains the final requirements for the level of training in the discipline. And for the FOS of the current assessment, the detailing of the learning outcomes goes to the level planned at the time of the assessment. For each behavioral indicator, you should select the type of educational task, the results of which can be used to judge the degree of achievement of the learning outcome. It is possible that one indicator will control several tasks of the same type or different ones related to one type of control or several. The next step is the formation of a methodology for using educational tasks, the choice of a method and form of control, the establishment of assessment criteria, the development of assessment schemes and / or scales.
10 Thus, the assessment plan in the form of a codifier includes objects of control associated with the type of tasks and the method of their use, taking into account the specific conditions of training. The main stage. Formation of the content of the fund of appraisal assets. 1) Development and selection in accordance with the codifier of control tasks, according to the results of the implementation of which it is possible to judge the achievement of a certain learning outcome by the student and, therefore, compliance with a particular requirement. The main requirement is the structuring of the base of educational tasks by behavioral indicators and / or control measures. The task cannot exist by itself. It is necessarily associated with a specific purpose of use, i.e. with an object and a certain control procedure. Formation of the content of specific control measures (control work, test, self-control, exam, etc.). Development of a plan for a controlling event, which indicates the controlled learning outcomes (didactic units), indicators (activity goals), the structure of the set of tasks used, the procedure for conducting, educational, methodological, technical and ergonomic conditions for its implementation, assessment criteria, the use of control results. The control plan makes it possible to develop several options for tasks. This information is open to all participants in the educational process. The plan is necessary to substantiate the reliability, objectivity, and validity of control measures. Determination of criteria for evaluating the results of the fulfillment of control tasks in given conditions. The level of preparedness of a student is considered to correspond to the requirements of the Federal State Educational Standard if he demonstrates the ability to solve problems of professional activity in typical situations without errors of a fundamental nature. In this case, the student's readiness level can be assessed with scores "good" or "excellent". For a more accurate and objective assessment, specific thresholds are set for the assessment of tasks both as a whole and each separately. For this purpose it is possible
11 for example, describe the fundamentally significant elements of the answers, the absence of which is a “fundamental error”. The assessment procedure must be known, transparent and clear to the student. As a result of the assessment, the student must clearly understand what, how and when was assessed, for what he was awarded or not awarded a point. The final stage. Development of teaching materials for each participant in the monitoring event. IN different forms control is: - instructions (guidelines) for students, teachers, methodologists, observers, members of the State Electoral Commission, reviewers, etc .; - scenarios of control measures; - regulatory and methodological documents; - instructions for processing, analyzing and interpreting the results obtained; - forms of answer forms (questionnaires), reviews, scorecards, etc. Funds of evaluation means of current control and intermediate certification are developed for each discipline / module, practice assigned to the department, and are included in the work program of the discipline. FOS can be developed by a team of authors on behalf of the head of the department. Responsibility for the creation of the FOS for the final certification and coordination of the actions of the departments for the development of the materials of the fund rests with the dean and head of the PLO. FOS of current control must pass an internal examination, FOS for certification, internal and external. After passing the examination, a decision is made to approve the FOS. For current control at a meeting of the department, for intermediate certification at a meeting of the educational and methodological council, for final certification at a meeting of the academic council of the institute. The expert commissions of the FOS include: - for internal (university) teachers of the institute who read similar or related disciplines, graduate students;
12 - for external purposes, leading teachers of other universities, representatives of employers and professional communities, graduates of previous years, representatives of partner universities are involved. The results of the examination are documented in the form of an act. The minimum number of members of the expert committee is three. When developing, examining and approving the FOS, it must be ensured that its content corresponds to the learning outcomes and the tasks of future professional activities in accordance with: - FGOS HPE in the relevant direction of training; PLO and curriculum (direction of training); - the work program of the discipline implemented according to the Federal State Educational Standard of Higher Professional Education; - educational technologies used in the educational process; - modern scientific concepts, achievements of science, technology, technology and culture. The quality criteria for the examination of FOS are: - diagnostics of control objectives; correspondence of learning outcomes; the quality of the proposed criteria, indicators, assessment indicators; - completeness and systemic organization of assessment materials, the presence of levels of difficulty, complexity, adaptive mechanisms of presentation, variability, ensuring control of interdisciplinary relationships; - stimulation of cognitive activity (variety of forms of tasks, contextual tasks, relevant and integrated assessment, reflection, mutual assessment); - formation of skills of self and mutual evaluation; - use of modern control principles (competence-based approach, objectivity, external assessment, automation of procedures, etc.); - reliability and validity of control results; - approbation data, quality indicators of tasks, compliance of the developed materials with the control objectives.
13 - volume, completeness of coverage and originality of materials, incl. the results of their own research, etc. - the formulation of problematic and promising issues of the development of a specific scientific discipline. 5. BASIC REQUIREMENTS TO THE STRUCTURE AND CONTENT OF FOS 5.1. CHARACTERISTIC OF THE STRUCTURAL PARTS OF FOS The structure of the OOP of each direction includes the FOS of final certification. FOSs of current assessment and intermediate certification of modules (disciplines, practices) are components of the discipline's work program. The structure of FOS as an assessment system: A) A structured list of objects of assessment (codifier / structural matrix for the formation and evaluation of learning outcomes) should be based on learning outcomes, which are determined according to Table 1. Type of FOS Initial requirements for the level of assimilation Object of assessment Final certification of FGOS, OOP Results teaching OOP Intermediate certification Current control Working program of the module / discipline Working program of the module / discipline Generalized learning outcomes by module (discipline) Specified learning outcomes by module (discipline) / academic achievements Table 1 Type of control for developing a codifier intermediate certification by modules (disciplines), including term paper, practice; GE; WRC; external evaluation of the conference week; semester tests (test / exam / term papers) All types of control used in the course of mastering the module (discipline) of the Codifier a systematized list of requirements for the level of training of graduates and checked content elements, in which a certain code corresponds to each object. In the codifiers of current assessment and intermediate attestation, behavioral indicators are formulated based on the generalized results
14 learning by module / discipline, based on B. Bloom's taxonomy. In the codifiers of these types, the estimated learning outcomes are correlated with indicators, the type of educational assignments, and the control method. It can be recommended to introduce into the structure of codifiers a didactic unit of the content of the module (discipline) and the period of the assessment procedure. Final certification is carried out on the basis of the requirements of the Federal State Educational Standard of Higher Professional Education and OEP, which must be differentiated according to the forms of control: state exam, final qualification work, quality assessment of OEP. In the final attestation codifier, the assessed learning outcomes correlate at least with the modules (disciplines), the control method, the duration of the assessment procedure, and the persons responsible for collecting and storing the information are indicated. 2. Result of mastering OOP Modules (disciplines) formed by the RO Form of the final certification codifier Means / method of assessment Assessment timing Expected use of the results Table 2 Responsible B) The base of educational tasks should be formed and structured based on the codifier for a certain stage of control and assessment procedures The task base includes both standardized assessment tools (questionnaires, questionnaires, tests), typical tasks (tasks, situational tasks, etc.), and creative tasks (case tasks, description of problem situations, business game scenarios, research, design, etc. . assignments) with mandatory assessment criteria. C) The methodological equipment of the assessment procedures reflects the basic information about each control event, determines the control procedure and criteria for assessing the learning outcomes / their components that meet the requirements for the results of mastering the educational program.
15 Methodological equipment includes the specification of a separate control measure / assessment procedure and includes materials describing the conditions for conducting assessment procedures, characteristics of the tools and methods used, instructions for participants, etc. Methodological equipment includes documents regulating the preparation, conduct, analysis and interpretation of results. The specification of the assessment procedure reflects the evaluated learning outcomes, the methods and techniques of control used, the structure of the educational assignments performed, the procedure regulations (time, standard time, technical and ergonomic conditions, etc.). The mandatory elements of the specification are assessment criteria presented in the form of rating scales; threshold values \u200b\u200bfor evaluating tasks, both as a whole and each separately OPP CONTENT FOR DIFFERENT STAGES OF CONTROL The fund of evaluation means of current control includes: - structural matrix (codifier); - rating plan of the discipline / module; - structured base of control educational tasks; - specifications of control measures of the current assessment; - methodological materials defining the control procedure and evaluation criteria, methods for interpreting the results. To the fund of evaluation means of intermediate certification in the form of credit (by discipline, course work, practice, UIRS / NIRS): - codifier for conference weeks / KR / practice, UIRS / NIRS; - assignments for conference weeks, etc .; - methodological instructions for students, containing a schedule and requirements for completing assignments, assessment criteria, specification of control measures, a list of necessary educational resources. FOS of intermediate attestation in the form of an exam should consist of at least: - a codifier;
16 - exam specifications; - base of tasks intended for presentation to the student at the exam; - methodological materials that determine the procedure for conducting the exam: exam program, script, criteria for evaluating answers, methods of interpreting the results. The specific list of guidance materials depends on the control methods used. FOS of final attestation includes funds for assessment means of state examination, final qualification work / diploma work (hereinafter FQP) and fund for assessment means of quality of PLO. The fund of assessment means of the state interdisciplinary exam includes: - codifier; - plan for the interdisciplinary exam; - a set of tasks intended to be presented to a student (graduate) at the exam; - methodological materials defining the examination procedure and assessment criteria, methods for interpreting the results. The plan of the interdisciplinary exam is developed by a group of experts, approved by the director of the institute and communicated to the students no later than three months before the exam. The exam form (written, oral, etc.) is chosen by the issuing department. The fund of evaluation means of FQP includes: - a plan that defines the objects of evaluation, the procedure for the implementation and defense of the final qualifying work / diploma project / dissertation; - requirements for the final qualifying work / diploma project; - guidelines for organizing the implementation of the final qualifying work / diploma project / dissertation; - guidelines for writing the final qualifying work / diploma project;
17 - methodological materials defining the procedure for defending the final qualifying work / diploma project; - methodological materials defining the protection procedure and criteria for evaluating FQPs; - the form of feedback for the final qualifying work / diploma project; - the form of the review of the final qualifying work / diploma project. FOS quality OOP: - banks of statistical information; - programs of monitoring studies and other questionnaires / questionnaires of students, graduates of previous years to obtain an assessment of the quality of the training received; - questionnaires and mechanisms for conducting and processing materials for employers, external assessment of the level of training of graduates. For each WCF, it is necessary to provide for the availability of recommendations for updating and improving (frequency, degree of updating, the procedure for changing assessment procedures, methods, technologies, indicators, criteria, etc.). 6. REQUIREMENTS FOR REGISTRATION AND STORAGE OF FOS FOS during registration should begin in the order following from the title page, registration of the reverse side of the title page, expert opinion are entered in the preface, passports of FOS. The approving signature of the official gives the FOS the character of an institution's normative document. This is followed by sections: a systematized list of requirements for the level of training of graduates and checked content elements, in which each object corresponds to a certain code, a base of tasks, and methodological equipment. The original FOS in the printed version is stored at the department that has developed the work program (OOP) as part of the educational and methodological complexes of disciplines. The authors-developers of the FOS have the right to publish materials in the form guidelines... Demo versions of individual FOS materials can be made available to students in the public domain. FOS validity period
18 is established by the author-developers for a period of not more than 5 years and can be extended by appropriate decisions. 7. EVALUATION TECHNIQUE 7.1. METHODS, TYPES AND FORMS OF ASSESSMENT Control methods are the ways by which the effectiveness of the educational and cognitive activity of students and the pedagogical work of the teacher is determined. IN teaching practice the concept of "control method" is often used in conjunction with "form", "type", "kind" of control / assessment / verification. Therefore, in such cases, the broader concept of "control method" is usually used. Control methods are understood as a set of such components as type, type, form, control means, with the help of which feedback is organized and carried out between students and teachers in the educational process. Table 3 provides a classification of control methods. The choice of control method depends on the purpose, the content of the assessment and the availability of resources to ensure the use of this method. Thus, verification of complex theoretical questions is usually carried out with an individual survey (seminar, colloquium). A frontal oral survey is planned when checking a voluminous, but not complex educational material saturated with facts. A frontal written survey is carried out when it is necessary to establish the level of mastering by all students of one or two important theoretical questions that serve as pivotal ones when studying new material. Control written work is intended mainly to obtain objectified accurate assessments. When choosing a method of control, the following axioms of assessment are taken into account: - As a rule, there is an inverse relationship between the quality of the method and its rationality. - It is important to do a preliminary check to see if the method is appropriate for the program.
19 - It is not possible to use all methods, because we are limited in time and resources. - It is necessary to prioritize the use of methods. Classification of methods of control Table 3 Components of control Characteristic 1 Method of organization is traditional; innovative (rating, portfolio, case measurements, essays, etc.). 2 Stages learning activities 3 Person in charge of preliminary control (entrance, qualifying, initial); current (operational); intermediate (thematic); final (final, certification, control of residual knowledge). teacher; student-partner (mutual control); self-control. 4 Mass coverage is individual; group; frontal. 5 Written control method; oral; using software tools; practical work; protection of creative works; self-control. 6 Form of classes at lectures; at seminars; in practical and laboratory classes; on tests; at exams; at colloquia; homework. 7 Control form - oral questioning (individual, frontal, interview, dispute); - written control works (dictation); - testing; - practical work; - Olympiad; - observation (in production practice, assessment at the workplace); - protection of IDZ and creative works (situational tasks, abstract, article, project, FQP, selection of tasks, report, etc.); portfolio protection; - participation in business, situational, imitation games The optimal way in the formation of FOS is to combine traditional and innovative methods, types and forms of control. At the same time, traditional means must be rethought in line with the competence-based approach, and innovative means must be adapted for practical use.
20 The main criteria for the selection of assessment methods should be objectivity, reliability, validity or the provision of sufficient evidence of achievement of the verifiable learning outcome. Students, parents, employers and the public must be assured that assessment results are objective and reliable, as these results often affect the student's personal, socio-economic development and social mobility. Validity is the degree to which an assessment method reflects or evaluates a particular characteristic or result. Validity includes three components: - a clear and clear definition of the result to be assessed; - a clear definition of what will be evidence (proof) of the student's achievement of the evaluated result; - the justification for the use of an appropriate assessment method. Objectivity implies the clarity and precision of the assessment procedure. It should be transparent and accessible to students. In addition, an appeal and reevaluation mechanism should be developed and provided. Reliability in an assessment implies its robustness. The stability of the assessment has its confirmation on the same material under the same conditions or on a similar material. The reliability of the assessment procedure is ensured by: - \u200b\u200bthe competence of the expert conducting the assessment procedure in his subject area and the area of \u200b\u200bpedagogical measurements; - clarity, consistency and unambiguousness of instructions; - using the evaluation criteria specified in the OOP; - involving other experts to conduct the assessment; - the clarity and systematic nature of the procedures for registering the results CHARACTERISTIC OF CONTROL TYPES BY STAGES OF TRAINING
21 The development of an assessment methodology depends on the stage of training, which determine the goals of the procedures. The main types of monitoring of learning outcomes, adopted in pedagogical practice, are: - diagnostic (input), - current (operational), - final (periodic and final certification). Diagnostic monitoring is a prerequisite for the successful planning and management of the educational process. The purpose of diagnostic control is to establish the initial level of various aspects of the student's personality and, above all, the potential for future activity (ability as an opportunity) and the results of previous learning, the state of readiness to perform a new educational activity (ability as readiness). If the purpose of the control is to identify gaps in knowledge and the reasons for the gaps, express diagnostics based on tasks with the choice of one correct answer out of 2-3 is used. In this case, the measurement accuracy is less important than the promptness of obtaining generalized results for the group. Current control is the main type of systematic verification of knowledge, abilities, skills of students. Its task is the operational and regular management of the educational activities of students based on feedback and adjustment. It allows you to receive primary information about the progress and quality of the assimilation of educational material, as well as to stimulate regular purposeful work of students. Current control is also designed to perform prognostic and diagnostic functions. The educational process is organized not only for the sake of getting the correct answers from students, but mainly for teaching them the cognitive actions that lead to these answers. Consequently, it becomes necessary to control the content of the actions being formed. Each action consists of certain operations. Operational control is also important because it makes it possible to accurately record the mistakes made, immediately correct them and successfully continue.
22 further execution of the action. With only control over the correctness of the final result of the action, correction is difficult. The frequency of control depends on the stage of assimilation, moreover, it should change within individual stages. Control can be carried out not only by the teacher, but also by the student; at different stages of the educational process, the student controls himself in different form: external control is gradually replaced by internal control. In other words, at the initial stages of the formation of activities feedback is carried out by the trainer, and at the final stages by the student himself. In the latter case, self-control takes place. The results of this control are not subject to “level assessment”. The most appropriate grade is pass / fail. The mark must be accompanied by a value judgment from which the merits of the answer, the student's work, or their shortcomings would be clearly visible. If the answer turns out to be weak and deserves an unsatisfactory assessment, then it is advisable to apply the delayed mark method, i.e. do not give an unsatisfactory mark, but limit yourself to value judgment or tactful suggestion. Until the control results are evaluated, the student is given the opportunity to improve the quality of his academic work. During the current control, the results of mastering individual modules / topics are assessed. Some teachers distinguish this type of control as a separate type of intermediate or intermediate. Mid-term control allows you to determine the quality of study and assimilation by students of educational material by sections, topics, modules (a logically completed part of the educational material) in accordance with the requirements of the program, to identify the relationship with other sections and subjects. The final control consists in the objective identification of learning outcomes, which make it possible to determine the degree of correspondence between the actual learning outcomes and those planned in the program. It is aimed at checking the final learning outcomes, identifying the degree of assimilation by students of the system of knowledge, skills and abilities obtained as a result of studying a particular subject.
23 The main forms of final control at a university are tests and exams, which in turn can be conducted using a variety of methods (final control work, testing, oral individual questioning). The final control is an integrating control and it is he who allows you to judge the general achievements of students. In preparation for it, a more in-depth generalization and systematization of the acquired material takes place, which allows raising knowledge to a new level. When systematizing and generalizing the knowledge and skills of students, it manifests itself in to a greater extent and the developmental effect of learning, since at this stage, intellectual skills and abilities are especially intensively formed BASIC FORMS OF ASSESSMENT AT THE UNIVERSITY Traditional types of control are focused mainly on assessing the quality of knowledge, skills and abilities (ZUNs) acquired by the student as a result of mastering specific disciplines and practices. They can still be successfully applied mainly for current assessment and intermediate certification, however, when using them, emphasis should be placed on how the acquired knowledge and skills are built into the integrative system of the formed competence (competencies). In some forms of control, several assessment methods can be combined. For example, a discipline exam may include both oral and written tests, and practical assignments. The most common forms of control include: - interview; - colloquium; - offset; - exam (by discipline, module, final state exam); - test; - test; - report (on practices, students' research work, etc.);
24 - term paper; - final qualifying work. Operative information about the assimilation of educational material, the formation of skills and abilities can be obtained during observation, which is the main method for current control, is carried out in order to measure the frequency, duration, topology of students' actions, usually in natural conditions using non-interactive methods ORAL INTERROGATION Oral polling allows to evaluate the knowledge and outlook of the student, the ability to logically construct the answer, possession of monologue speech and other communication skills. Polling is the most important means of developing thinking and speech. He has great opportunities for the educational influence of the teacher. The teaching function consists in identifying details that, for some reason, were not sufficiently meaningful during training sessions and in preparation for a test or exam. Interview is a special conversation between a teacher and a student on topics related to the discipline being studied, designed to find out the amount of student's knowledge on a specific section, topic, problem, etc. Colloquium (lat. Colloquium conversation, conversation) can serve as a form of not only checking, but also increasing the knowledge of students. At the colloquia, separate parts, sections, topics, issues of the course being studied, which are usually not included in the topics of seminars and other practical training sessions, as well as abstracts, projects and other works of students are discussed. The test and the exam are forms of the student's periodic reporting, determined by the curriculum for training in the direction of HPE. Credits serve as a form of student performance verification laboratory work, assimilation of educational material of practical and seminars, successful completion of industrial and pre-diploma practices and the implementation in the process of these practices of all training assignments in accordance with the approved program.
25 The mark given for a test can be of a qualitative type (on the scale of names "passed" / "not credited"). The exam in the discipline (module) serves to assess the student's work during the semester (year, the entire period of study, etc.) and is designed to identify the level, strength and systematicity of the theoretical and practical knowledge acquired by him, the acquisition of skills independent work, the development of creative thinking, the ability to synthesize the knowledge gained and apply it in solving practical problems. According to the results of the exam, as a rule, a grade is given on a scale of the order: "excellent", "good", "satisfactory", "unsatisfactory". WRITTEN CHECK The written answer teaches you to be accurate, concise, and coherent in your presentation of thought. Written verification is used in all types of control and is carried out both in classroom and out-of-class work. Written works can include: dictations, tests, tests, essays, abstracts, term papers, scientific and educational reports on practices, reports on students' scientific / educational research work. The most important advantages of tests and examinations are: - saving the teacher's time (the time spent is two to three times less than with oral control); - the opportunity to put all students in the same conditions; - the ability to develop questions equivalent in difficulty; - the ability to objectively evaluate the answers in the absence of the teacher's help; - the ability to check the validity of the assessment; - a decrease in the subjective approach to assessing the preparation of a student, due to his individual characteristics. A dictation is a list of questions that need to be answered briefly. The time for answers is limited, so the questions of the assignments should be unambiguously understood, simply and clearly formulated.
26 Mandatory tests are carried out, as a rule, after the completion of the study of the topic or section (module). Principles of drawing up tests: - tasks of different complexity and difficulty; - assignments may include advanced-level questions that are optional for completion, but for their solution students can receive additional assessment, and the teacher the opportunity to identify knowledge and skills that are not included in the mandatory requirements of the program; - the control work includes not only design problems, but also qualitative ones, requiring, for example, a graphical description of processes or an analysis of phenomena in a specific situation. During the verification and evaluation of control written works, the results of the execution are analyzed, typical mistakes, as well as the reasons for their appearance. Analysis of work is carried out promptly. When checking the test papers, the teacher must correct every mistake and determine the completeness of the presentation of the question, the quality and accuracy of the calculated and graphic parts, taking into account the development of written speech, the clarity and consistency of the presentation of thoughts, the presence and sufficiency of explanations, the culture in the subject area. An essay is one of the forms of written work that is most effective in mastering the basic and variable disciplines of the GSE cycle and, in some cases, the professional cycle. The role of this form of control is especially important in the formation of the graduate's universal competencies, which imply the acquisition of the basics of humanitarian, social and economic knowledge, the development of the basic methods of the relevant sciences. An essay is a small independent written work on a topic proposed by the teacher of the relevant discipline. The purpose of the essay is to develop the skills of independent creative thinking and the written presentation of one's own conclusions. The essay should contain a clear statement of the essence of the problem posed, include
27 independently conducted analysis of this problem using the concepts and analytical tools of the relevant discipline, conclusions summarizing the author's position on the problem posed (the recommended volume of an essay is 10 thousand characters). Depending on the specifics of the discipline, the forms of essays can vary significantly. In some cases, it can be an analysis of specific data collected by a student on the problem under study, analysis of materials from the media, detailed analysis the problem proposed by the teacher with detailed explanations and analysis of examples illustrating the problem under study, etc. The requirements for the essay can be transformed depending on the specific discipline, but the quality of work should be assessed according to the following criteria: independence of implementation, the ability to argue the provisions and conclusions, validity, clarity, conciseness, originality of the problem statement, the level of mastering the topic and presentation of the material (validity of the selection of material, the use of primary sources, the ability to independently comprehend the facts, structure and logic of presentation). Summaries of articles, paragraphs and chapters or the full text of brochures, books are evaluated taking into account the labor invested in their preparation. They are not replaced by work plans or completely rewritten text: the student must learn to select the main thing. The abstract is written in a notebook with the owner's surname. The author of the book (article), place and year of publication must be indicated, and the pages where the outlined text is located are marked in the margins. The quality of the abstract is enhanced when the student accompanies it with his own comments, diagrams or tables. Synopsis of the report (abstract), lectures, read in preparation for the seminar. Should reflect the main ideas of the message heard. The ability to "fold information" using notations, diagrams, symbols is assessed.
28 Abstract creative research work based primarily on the study of a significant amount of scientific and other literature on the topic of research. Other research methods can, of course, be applied (and this should be encouraged), but work with literary sources and your own reflections related to the topic is sufficient. The purpose of writing an essay is to instill in the student the skills of a short and concise presentation collected materials and facts in accordance with the requirements for scientific reports, reviews and articles. Coursework is a type of independent written work aimed at the creative development of general professional and specialized professional disciplines (modules) and the development of relevant professional competencies. The volume of coursework and the requirements for its implementation are determined by the Regulations. Depending on the amount of time allotted for completing the assignment, course work may have a different creative focus. When writing a term paper, the student must fully disclose the chosen topic, observe the logic of the presentation of the material, show the ability to make generalizations and conclusions. Course work should consist of an introduction, main part, conclusion and a list of used literature. In the introduction, the author briefly substantiates the relevance of the topic, the structure of the work and gives an overview of the literature used. The main part reveals the essence of the chosen topic; the main part can consist of two or more chapters (sections); brief conclusions are drawn at the end of each section. The conclusion summarizes the work performed and draws general conclusions. All publications used by the author are indicated in the list of used literature. When assessing the level of completion of course work, in accordance with the goals set for this type of educational activity, the following skills and competencies can be controlled: - Ability to work with objects of study, critical sources, reference and encyclopedic literature; - the ability to collect and organize practical material;
29 - the ability to independently comprehend the problem on the basis of existing methods; - the ability to logically and competently state their own conclusions and conclusions; - the ability to comply with the form of scientific research; - ability to use global information resources; - possession of modern means of telecommunications; - ability and readiness to use basic applied software tools; - the ability to substantiate and build an a priori model of the studied object or process; - the ability to create a meaningful presentation of the work performed. Scientific and educational reports on practices are a specific form of written work that allows the student to summarize their knowledge, skills and abilities acquired during the passage of basic and specialized educational industrial, scientific and industrial practices and research. Reports on basic and specialized educational practices can be compiled collectively, indicating the participation of each student in writing the report. Reports on production, research and production practices and research work are prepared individually. The volume of reports can be pages, the structure of the report is close to the structure of coursework. Correctly formulated requirements for the content, design and protection of scientific and educational reports on practices can provide a good example of a new "integral" or systemic approach to assessing the level of acquired student skills, abilities, universal and professional competencies. At the same time, in addition to the above skills and abilities acquired during the coursework, the following competencies can be monitored: - the ability to work independently and as part of a team; - willingness to cooperate, tolerance; - the ability to organize the work of performers; - ability to make management decisions;
Autonomous non-profit organization higher education "Moscow Regional Socio-Economic Institute" Regulation approved by the Academic Council of the IRSEI Protocol 2 of September 15, 2017 Approved
1 2.5 In accordance with the requirements of the standard for attestation of students for the compliance of their personal achievements with the stage-by-stage requirements of the relevant EP, a FOS is created to conduct current control
Ministry of Education and Science of the Russian Federation Federal State Budgetary Educational Institution of Higher Professional Education "NATIONAL RESEARCH TOMSK POLYTECHNICAL
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MINISTRY OF AGRICULTURE OF THE RUSSIAN FEDERATION Federal State Budgetary Educational Institution of Higher Professional Education "KUBAN STATE AGRARIAN UNIVERSITY"
1 MINISTRY OF BRANCH OF RUSSIA Federal State Budgetary Educational Institution of Higher Education "Penza State University" (FGBOU VO "PSU") APPROVED by the Academic Council of the University
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Section CONTENTS Section title Page 1 2 3 1 Purpose and scope 3 2 Normative references 3 3 Terms, designations and abbreviations 4 4 General provisions 6 5 Content of assessment funds
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GBPOU DZM training program approval 1 15 Per. 103 ^ D RE RZ D A YU GBPOU DZM 1 "" REGULATIONS on the Procedure for the development and approval of the training program in the State budgetary professional educational
Department of Education and Science of the Bryansk Region
State budgetary educational institution
Initial vocational education
"Vocational School No. 38"
Methodical development
On the topic:
« Appraisal Fund "
Makarenkova N.P.
the village of Rognedino
2013
1. Introduction
FOS OBOP is formed immediately after defining the objectives of the educational program and developing it component parts, in particular, the work programs of UD and PM.
FOS OBOP - a set of methodological materials, forms and procedures for the current control of knowledge, intermediate certification for each academic discipline (hereinafter referred to as UD) and professional module (hereinafter referred to as PM), state (final) certification, ensuring the assessment of the conformity of educational results (knowledge, skills, practical experience and competencies) of students and graduates to the requirements of the Federal State Educational Standard of NGO / SPE.
FOS OBOP of a profession / specialty is formed from sets of control and assessment tools (hereinafter referred to as KOS sets), created in accordance with the work programs of the UD and PM.
KOS kits are brought to the attention of trainees within the first two months from the beginning of training.
KOS kits are an obligatory part of the OBOP of the profession / specialty of educational and methodological complexes (hereinafter - UMK) UD and PM.
2. The goal and objectives of creating FOS OBOP profession / specialty
FOS OBOP are created to certify students for the compliance of their personal achievements (knowledge, skills and mastered competencies) with the stage-by-stage requirements of the corresponding OBOP (current control and intermediate certification), to establish, in the course of certification tests, graduates who have completed the development of OBOP profession / specialty, the fact of compliance / non-compliance the level of their training to the requirements of the Federal State Educational Standards of NGOs / SPO (state (final) certification).
Tasks of FOS OBOP profession / specialty:
- control and management of the process of acquiring the necessary knowledge, skills, practical experience and the development of competencies determined by the FSES of the NGO / SVE by students;
- control and management of the achievement of OBEP goals, defined as a set of general and professional competencies (hereinafter - OK and PC) of graduates;
- assessment of the achievements of students in the process of studying UD and PM with the highlighting of positive / negative results and planning of preventive / corrective measures;
- ensuring the correspondence of the learning outcomes to the tasks of future professional activity through the improvement of traditional and introduction of innovative teaching methods;
- achieving such a level of control and management of the quality of education, which would ensure recognition of the qualifications of graduates by employers in the industry.
3.Evaluation of the results of mastering the OBEP profession / specialty
Assessment of the results of mastering the educational program includes:
- current monitoring of progress;
- intermediate certification;
- state (final) certification.
The current control of progress is a test of the assimilation of educational material, regularly carried out throughout the semester. At the same time, the emphasis is on establishing a detailed, real picture of the achievements and the success of the learners' assimilation of the UD and PM work program at a given time.
Current monitoring of students' progress can be carried out in the following forms:
- survey (oral or written);
- performance of laboratory, computational and graphic, creative and other works;
- test;
- testing;
- protection of the results of independent work (abstract, project, research work and etc.);
- other.
Intermediate 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 (s).
Such control helps to assess larger sets of knowledge and skills, in some cases - even the formation of certain PCs. Interim certification sums up the results of students' work throughout the semester or academic 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 anew control: intermediate certification can be carried out according to the results of current control (test or exam "automatically").
The main forms of intermediate certification are:
- offset;
- differential credit;
- exam.
State (final) attestation (hereinafter - GIA) serves to check the quality of the development of OBOR as a whole. It is carried out with the participation of external experts, including employers, and allows you to fully evaluate the OK and PC acquired by the students.
The form of the GIA is the preparation and defense of the final qualifying work (thesis, thesis project), the subject, which must correspond to the content of one or several PM.
4. The structure and content of FOS OBOP profession / specialty
In accordance with the Federal State Educational Standard of NGO / SVE, the quality of training of students and graduates is assessed in two main directions:
- assessment of the level of mastering disciplines;
- assessment of the competencies of students.
In this regard, CBS should include tests, standardized tests, standard tasks and other assessment tools that allow assessing knowledge, skills and the level of acquired competencies.
Evaluation tools accompanying the implementation of each OBEP profession / specialty should be a means of not only evaluation but also training.
The structural elements of FOS OBOP are:
- fOS passport;
- cBS kits, developed for UD and PM, designed to assess skills and knowledge, the formation of competencies at certain stages of the development of OBOR;
- a program for monitoring the results of mastering the OBEP profession / specialty;
- recommendations for updating the CBS kits taking into account the monitoring results;
- requirements for the qualifications of developers of KOS kits.
The structural elements of KOS UD are:
- samples of evaluation tools intended for the implementation of incoming control;
- samples of assessment tools intended for monitoring;
- samples of assessment tools for intermediate certification of students (typical, non-standard tasks (tasks), problem situations, scenarios of business games corresponding to future professional activities, etc.);
- samples of assessment tools for the final control of students.
Structural elements of KOS PM are:
KOS MDK set, which includes:
- explanatory note (passport),
- samples of assessment tools intended for the implementation of incoming control,
- samples of assessment tools intended for current control,
- samples of assessment tools intended for midterm control (sections of the MDK),
- samples of assessment tools for intermediate certification of students (typical, non-standard tasks (tasks), problem situations, scenarios of business games corresponding to future professional activities, etc.),
- samples of assessment tools for the final control of students;
KOS set of educational and industrial practice (hereinafter - UP and PP), which includes:
- explanatory note (passport);
- training practice program;
- industrial practice program;
- guidelines for preparing a report on practice;
- sample of keeping a diary of practice.
The set of KOS for state (final) certification (hereinafter - GIA) has the following structure:
- explanatory note;
- the GIA program, including: requirements for the registration of the procedure and protection, criteria for assessing the final qualifying work.
KOS kits of each UD and PM must ensure the verification of the assimilation of specific elements of the training material of the UD / PM / UP and PP work program.
Each assessment tool in the WCF OBOR should be accompanied by indicators / criteria for assessment.
5. Formation and approval of FOS OBOP profession / specialty
FOS OBOP of a profession / specialty is formed on the key principles of assessment:
- validity (objects of assessment should correspond to the stated learning objectives);
- reliability (using uniform standards and criteria to measure achievement);
- equity (providing learners with different levels of learning equal opportunities to succeed);
- timeliness (providing feedback);
- efficiency (compliance of the results of activities with the assigned tasks).
When forming the CBS, their compliance must be ensured:
- GEF NGO / SVE of the relevant profession / specialty;
- curriculum and OBEP of the relevant profession / specialty;
- working program UD and PM;
- educational technologies used in teaching UD and PM.
The purpose of each control task and the means determines its use for measuring the level of achievement by students of the established learning outcomes on one topic (section) and / or a set of topics (sections), UD and PM as a whole.
Each evaluation tool in the CBS should be accompanied by indicators and evaluation criteria.
The CBS must 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 assessment, their inclusion in the CBS is carried out by the decision of the teacher (s), the leader (s) of the UD and PM.
KOS are developed for each UD and PM. The feasibility of developing a single set of the same name UD or PM for various professions / specialties is determined by the decision of the methodological / subject-cycle commission (hereinafter - MC / PCC), which provides teaching UD / PM.
6. Approaches to the formation of WWTP (assessment of development results) PM
The result of the development of the PM is the readiness to perform the corresponding type of activity and the PCs supporting it, as well as the development of the OK provided for the OBOR as a whole.
The final form of PM control is a qualifying exam. Assessment of the development of PM assumes a demonstration or confirmation that the student is ready to perform the specified type of professional activity and the formation of his competencies, defined in the section "Requirements for the results of mastering OBEP" of the Federal State Educational Standard of NGO / SVO. The result of the check is an unambiguous decision: "the type of professional activity mastered / not mastered."
Final certification for PM (examination (qualification)) is ideally carried out as an external assessment procedure with the participation of representatives of the employer. In the future, it can be supplemented by a voluntary certification procedure (independent external assessment).
The condition for admission to the exam (qualification) is the successful mastering by students of all elements of the PM program: the theoretical part of the module (MDC) and practices. It is possible to carry out intermediate certification for individual elements of the PM program. In this case, the recommended form of attestation for educational and / or industrial practice is differentiated credit (DZ), for MDK - exam (E) or differential credit (DZ).
The tasks of the current and midterm control of the PM (certification by MDC and practice) are the assessment of the formation of elements of competencies (knowledge and skills), individual competencies, followed by aggregation (combining individual data into a single indicator) of the assessments.
The results of intermediate and final control by PM are the same, but not identical. Monitoring the mastery of the MDC and the passage of practice is aimed at assessing the learning outcomes. The subject of appraisal activity here is an educational institution. The control of the development of PM is generally aimed at determining the level of qualifications. The subject of the appraisal activity is the employer. Different focus and different subjects of control imply different verification tools.
7. Algorithm for the development of KOS PM
It is advisable to start developing the content with an analysis, if necessary, adjustments and clarificationsperformance indicatorsgiven in section 5 of the module program.
During the analysis, special attention should be paid to the correctness of the formulation of indicators. An indicator of competence development can be a product or a process of practical activity. If the indicator of the result is a product of practical activity, then it is necessary to provide a reference 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 correspondence of the learned algorithms of activity to the given one (regulations, time parameters, etc.). In this case, the assessment criteria are based on the step-by-step control of the task execution process.
If there is no normatively fixed 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 indicator of assessment can also be the student's justification of their actions.
Indicators for assessing the result can be formulated as follows:
Activity Product Assessment | Activity process assessment |
CONFORMITY | |
|
|
QUALITATIVE CHARACTERISTICS | |
Evaluation of the process and product of the activity during observation (verification):
Note ... The word "correctness" can be used if the criteria for correctness are unambiguous
| |
Assessment of the students rationale for choosing a solution:
|
It is advisable to compile the list of indicators taking into account the skills and knowledge available in the OBOR structure that correspond to this type of activity. It should be remembered that competence is not reducible to a separate skill or knowledge, which means that the indicators of its formation should be complex.
Indicator formulations should not:
- duplicate competency statements, for example:
- contain the words "skill", "skill", since skill and skill cannot be indicators of oneself, for example:
- use the words "knowledge", "presentation", since knowledge and presentation does not yet mean mastering competence: you can know, but not be able to apply this knowledge outside of an educational, non-typical situation, for example:
OK is the result of mastering a holistic OBEP. When studying one or another PM and / or UD, general educational, communicative, organizational, analytical skills are formed that ensure the development of OK, therefore, to determine the indicators of 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 he form(not only the content itself can and should teach, but also the organization of training, the methods used, forms, atmosphere).
- Determine indicators for assessing OK, taking into account the specifics of the content of the PM and the time of its study. For instance:
OK | Key training outcome indicators |
Organize your own activities, choose standard methods and ways of performing professional tasks, evaluate their effectiveness and quality | Rationality of planning and organization of activities on ...(specify taking into account the specifics of the PM content), Timeliness of delivery of assignments, reports, etc. Compliance of the chosen methods(conducting marketing research) their goals and objectives The validity of goal setting, selection and application of methods and methods of conducting (training session (lesson)); |
The formulation of indicators for assessing the result is carried out taking into account the rules:
Diagnosability;
Small numbers;
The predominant use of forms from verbal nouns (conformity, fulfillment, choice, organization, calculation ...).
After specifying the indicators,typical tasks for the exam (qualification) by PM.
Tasks can be designed for testing both PC and OK, as well as for a comprehensive test of competencies. Before starting the formation of tasks, it is necessary to group OK and PC so that the task simultaneously implies checking both groups of competencies. It is also advisable to highlight in the list of OK those that can be checked only on the basis of the portfolio.
Typical assignments should be competence-oriented, 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 those in which they were formed. This means that the tasks are aimed at solving not educational, but professional tasks. The content of the assignments should be as close as possible to the situations of professional activity.
Types of control and assessment tasks for assessing the results of the development of PM
A type | The essence | Variants, varieties | Examples of |
|
"Project" | Manufacturing of a finished product | Practice-oriented project | Making a working model of the mechanism Development of methods for the prevention of the disease |
|
Creative project | Making an object of arts and crafts |
|||
"Constructor" | Assembling (disassembling) a whole from individual elements | Overset job Insufficient item set The task of changing the system by replacing part of the elements or their interposition, interconnection | Assembly of the mechanism (checking it for operability) |
|
"Study" | Identification of a problem, pattern, trend, assuming independent work with information sources | Scientific research Technological research | Forecasting the development of the situation Diagnostics of a technical device with the definition of a breakdown (defect) |
|
"Role" | Demonstration of professional activity as a specialist | "Field" option Imitation-game option | "Passing 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 specific problem situation | "Case method" | Suggest the best way to solve the pedagogical problem at school. |
The development of standard assignments should be accompanied by the establishment of criteria for their assessment. The set of assessment criteria can be drawn up as an expert sheet.
The formulation of standard assignments should include requirements for the conditions for their implementation (place of performance - educational / industrial practice or directly the exam (qualification); time allotted for the assignment, the need to monitor the process of completing the assignment, sources that can be used, etc.). The choice of conditions also depends on what type of proof that the student has achieved a result is considered reliable.
In the explanatory note (passport) of the KOS, it is necessary to indicate and justify the preferred form of the exam (qualification): the implementation of the case task, the defense of the course project. The choice of a course project as an exam form is possible in the case when its implementation is related to the target order of employers, relies on work experience in practice, reflects the level of development of the competencies assigned to the module. If, with this variant of the exam, it becomes necessary to additionally check the formation of individual competencies, it is necessary to provide for the corresponding tasks.
Tasks for the exam (qualification) can be of 3 types:
Tasks focused on checking the development of the type of activity as a whole;
Tasks that check the development of a group of competencies corresponding to a specific section of the module;
Tasks that test individual competencies within the professional module.
In the course of developing the content of standard tasks, the indicators for assessing the results of mastering the PM are being refined.
Development typical tasks for a step-by-step verification of the MDC and the results of the internship is carried out subject to the following provisions.
When drawing up tasks, it is necessary to keep in mind that the information that is professionally significant for the development of the type of professional activity is evaluated, aimed at the formation of the PC, indicated in Table 3.1. PM programs as well as OK.
Tasks to check the assimilation of the required amount of information should also be of a complex practice-oriented nature.
A credit for educational and (or) industrial practice can be set 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 practice, their volume, quality of performance in accordance with the technology and (or) the requirements of the organization , in which the practice took place.
Indicative list of evaluation tools
P / p No. | Name of the evaluation tool | Brief description of the evaluation tool | Presentation of the VKOS evaluation tool |
Business and / or role play | Joint activity of a group of students and a teacher under the guidance of a teacher in order to solve educational and professionally oriented tasks by means of game modeling of a real problem situation. Allows you to assess the ability to analyze and solve typical professional problems. | Description of the theme (problem), concept, role and expected result of the game |
|
Self-study assignments | A tool for testing the skills to apply the acquired knowledge according to a predetermined methodology for solving problems or tasks in a module or discipline as a whole. | Set of tasks |
|
Offset | A means of monitoring the assimilation of the educational material of the topic, section or sections of the discipline, organized as an educational lesson in the form of an interview between the teacher and the students. | Questions on topics / sections of the discipline |
|
Case tasks | A problematic task in which the student is asked to comprehend a real professionally oriented situation necessary to solve this problem. | Set of case tasks |
|
Test | A tool for testing skills to apply the knowledge gained to solve problems of a certain type on a topic or section | Set of control tasks by options |
|
Round table, discussion, polemic, dispute, debate | Assessment tools that allow students to be included in the process of discussing a controversial issue, problems and assess their ability to argue their own point of view. | List of discussion topics for round table, discussion, polemics, dispute, debate |
|
Portfolio | A targeted selection of student works, revealing his individual educational achievements in one or more academic disciplines. | Portfolio structure |
|
Computer testing programs Electronic workshop Virtual labs | Means that allow you to quickly obtain objective information about the assimilation of controlled material by students, the ability to present this information in detail and personified | List of computer tests, electronic workshops, virtual labs |
|
Project | The final product resulting from the planning and implementation of a set of educational and research assignments. It allows you to assess the ability of students to independently construct their knowledge in the process of solving practical problems and problems, to navigate in the information space and the level of formation of analytical, research skills, practical and creative thinking skills. It can be performed individually or by a group of students. | Themes for group and / or individual projects |
|
Workbook | A didactic complex designed for independent work of a student and allowing to assess the level of assimilation of educational material. | Sample workbook |
|
Multilevel tasks and tasks | There are tasks and tasks: 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, the establishment of cause-and-effect relationships; c) a productive level, allowing to evaluate and diagnose skills, integrate knowledge of various fields, argue their own point of view, and perform problematic tasks. | A set of multi-level tasks and tasks |
|
abstract | A student's independent work product, which is summary in writing the obtained results of the 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 | The product of a student's independent work, which is a public presentation on the presentation of the results obtained for solving a certain educational-practical, educational-research or scientific topic | Topics of reports, messages |
|
Interview | A control tool, organized as a special conversation between the teacher and the student on topics related to the discipline being studied, and designed to find out the amount of student's knowledge on a specific section, topic, problem, etc. | Questions on topics / sections of UD, PM |
|
Typical task | Standard assignments to test the ability to solve both educational and professional tasks. The content of the tasks should be as close as possible to the type of professional activity | Set of typical tasks |
|
Creative task | Partially regulated assignment having non-standard solution and allows you to diagnose skills, integrate knowledge of various fields, argue your own point of view. Can be performed individually or by a group of students. | Themes 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. | Test set |
|
Training apparatus | A technical tool that can be used to control the professional skills and abilities acquired by the student in managing a specific material object. | Set of tasks for working on the simulator |
|
Essay | A tool that allows you to evaluate 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, draw conclusions that generalize the author's position on the problem posed. | Essay subject |
A set of control and evaluation tools for an academic discipline
______________________
(name)
(code, name)
Developer (s): |
Explanatory note
A set of control and evaluation tools (hereinafter - CBS) by discipline
(code, discipline name)
intended for the implementation of current control and intermediate certification of students.
________________________________________________________
* The name of the topic (section) or topics (sections) must correspond to the work program of the discipline.
Exam Cover Form
tickets on UD / MDK
EXAMINATION TICKETS
Specialty (code, name):
Discipline / MDK:
Group: No. ____
Semester: No. ___
Teachers:
Considered at the meeting of the MK / PCC ____________________________________________________
name
Chairman of the MC / PCC ____________/_________________________/
Signature Signature decryption
Exam Form
ticket for UD / MDK
Discipline / MDK:
Specialty (code, name):
EXAMINATION TICKET No. ____
1. Question (task number 1) ………………………………………………………. ……… ...
2. Question (task number 2) …………………………………………. ……………………… ...
3. * …………………………………………………………………………………………..
Signature Signature decryption
* The practical (s) task / task is included at the discretion of the teacher. It is considered and approved at the meeting of the MC / PCC. The set of examination cards is attached to the set of examination cards developed by the teacher and approved at the meeting of the MC / PCC discipline assessment criteria.
Criteria for evaluation:
Exam List Form
questions on UD / MDK
QUESTIONS TO THE EXAM
by discipline / MDK "______________________________________________________"
specialty ______________________________________________, ____ course
- Question title
- Question title
- Question title it, d
Teacher ______________________ / _________________________ /
Signature Signature decryption
Considered at a meeting of the MK / PCC ______________________________________
name
Minutes No. __ dated "___" _______ 20__
Chairman of the MC / PCC ____________ / _________________________ /
Signature Signature decryption
"____" __________________ 20__
Registration of the task 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:
Registration of a case task
Case task
by discipline________________________________________________________
(name of the discipline)
Specialty (code, name): ______________________________________
_____________________________________________________________________
Task (s):
3. ………………………………………………………
Criteria for evaluation:
Registration of questions for
interviews, credit
Questions for an interview, offset
by discipline_________________________________________________________
(name of the discipline)
Specialty (code, name): ______________________________________
_____________________________________________________________________
Section ……………………….…………………………………………………………….
1. . …………………………………………………………………………………...……..
2. ………………………………………………………………………………..………….
n…. …………………………………………………………………………………… ..
Section ……………………….…..………………………………………………………...
1. …………………………………………………………………………………………...
2. …………………………………………………………………………………………...
n ………………. ……………………………………………………………………… ..
Criteria for evaluation:
Design a set of tasks
for test work
Set of tasks for control work
by discipline ______________________________________________________
(name of the discipline)
Specialty (code, name): ____________________________________________________
____________________________________________________________________________________
Topic
Option 1
Topic ……………………………………………………………….………………………………………
Option 2 …………………………………………………………..…..…………………………………
Exercise 1 ……………………………………………………………...………………………………..…
Criteria for evaluation:
Registration of the list of topics
Course projects on UD / PM
Themes 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:
Decoration of topics for the round table
List of discussion topics for the round table
(discussion, polemics, dispute, 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)
- Checked OK
Ok that are subject verification | Indicators evaluating the result |
|
|
4. Portfolio structure(invariant and variable parts):
5. Criteria for evaluating portfolioare contained in the portfolio guidelines.
Registration of group and / or
individual creative
assignments / projects
Themes for 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:
Kit design
assignments by type of work
Set of tasks to complete
independent work, work on the 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 evaluation tools for the professional module
_____________________________________________________________________
(name)
vocational education specialties / NGO professions
________________________________________________________________________
(code, name)
Explanatory note
The result of mastering the professional module __________________________
(code, name)
________________________________________________________________________________________________________________________________________________ the student's readiness to perform a type of professional activity _____________________________________________________________________________________________________________________________________________________________________________________________________________ and its constituent professional competencies (PC), as well as general competences (GC), which are formed in the process of mastering OBOP as a whole.
The form of certification for the professional module is an examination (qualification). The result of the exam is an unambiguous decision: "the type of professional activity mastered / not mastered."
FOR SPE: indicate the preferred form of the exam: the implementation of case tasks, the defense of the 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 formation of individual competencies. For this, appropriate tasks should be provided.
Evaluation tools used in CBS are presented in the table.
Module element | Supervised competency code (or part of it) | Evaluation tool | ||
Current control | Intermediate certification | Final control |
||
MDK.01.01. | ||||
MDKn | ||||
UP | ||||
PP |
1. Assessment of the development of MDK__________________________________________
(code, name)
Samples of appraisal tools design are presented in Appendix 2.
2. Evaluation of educational and (or) industrial practice
Differentiated credit for educational and (or) industrial practice is set 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) the requirements of the organization, in which was the practice.
Form of approval sheet
Attestation sheet
(characteristics of the student's professional activity during educational / industrial practice)
1. Name of student, group number, specialty / profession _____________________
2. Name, legal address of the place of practice (organization), ________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Time of the practice __________________________________________
4. Types and amount of work performed by the student during the practice:
____________________________________________________________________
________________________________________________________________________________________________________________________________________________
5. The quality of work performance in accordance with the technology and (or) the requirements of the organization in which the practice took place
________________________________________________________________________________________________________________________________________________________________________________________________________________________
"___" ____________ 20 ___ _____________________ / _________________ /
the date
____________________________ / ________________________/
Signatures of the head of practice, representative of the organization
3. The structure of the CBS for the exam (qualification)
Quests for Ek are formed in 3 ways:
1. Tasks aimed at checking the development of the type of activity (the entire module) as a whole.
2. Tasks that check the development of a group of competencies corresponding to a certain section of the module.
PC1. Define goals, objectives and plan work with parents.
OK2. Organize their own activities, determine methods for solving professional problems, assess their effectiveness and quality.
OK4. Search, analyze and evaluate the information necessary for setting and solving professional tasks, professional and personal development.
Compliance of the prepared consultation plan with the required criteria.
Justification of the choice of the type, methods and techniques of counseling.
Justification of the choice and the optimality of the composition of the sources necessary for solving the problem.
Rational distribution of time at all stages of solving the problem
The coincidence of the results of introspection and expert analysis of the developed plan
- Task for the examiner. Option ___________
Instructions
Read the assignment carefully.(indicate what) ______________________________________________________________________________________________________________________________________________________________________________________________________________________
The time for completing the assignment is _____________.
The task
Task text
- Examiner package
Conditions
The number of options for the task for the examiner is _______.
The time for completing the assignment is ______.
Equipment: ________________________________________________________ ________________________________________________________________________________________________________________________________________________.
Literature for the student:
Tutorials:
Teaching aids: at least 5 out of 10 indicated.
Reference literature: at least 5 out of 10 indicated.
Criteria for evaluation
Completing the assignment:
- appeal during the assignment to information sources;
- rational distribution of time to complete the task
The following stages of the assignment must be present: familiarization with the assignment and work planning; receiving the information; product preparation; reflection on the performance of the task and correction of the prepared product before delivery.
Prepared product / completed process
Characteristics of the product / process (evaluation criteria: description of the quality standard; specified algorithm; stages of the task execution process, etc.) and a mark of completion / non-fulfillment. It is possible to use one of the tables:
Portfolio protection(if enabled vEto)
1. Portfolio type ______________________________________________(document portfolio, work portfolio, reflective portfolio, mixed portfolio type)
2. Verifiable learning outcomes :__________________________________ ________________________________________________________________________
3. Assessment criteria:
Portfolio assessment
1.3. Portfolio requirements
by discipline_____ ____________________________________ __________________
(name of the discipline)
Specialty(code, name):__________________________________________
______________________________________________________________________
1. Portfolio title ___________________________________________________
2. A typeportfolio ____________________________________________________
(portfolio of documents, works, reviews, mixed)
- Checked PCs
OK and PC to be verification | Indicators evaluating the result |
OK2. Organize their own activities, determine methods for solving professional problems, assess their effectiveness and quality. OK4. Search, analyze and evaluate the information necessary for setting and solving professional tasks, professional and personal development. | Justification of the choice and the optimality of the composition of the sources necessary for solving the problem. Rational distribution of time at all stages of solving the problem The coincidence of the results of introspection and expert analysis of the developed plan |
4. Portfolio structure (invariant and variable parts):
4.1. ………………………………………………………………………………………
4.2. ………………………………………………………………………………………
.………………………………………………………………………………………..…
4.n ……. ………………………………………………………………………… ..…
5. Assessment criteria
Testable competency codes | Results evaluation indicators | Assessment (well no) |
General competences: | ||
Professional competencies: | ||
This assessment tool must be accompanied by developed guidelines for its preparation and use.
Indicate the codes of the verified OK, as well as, possibly, the PC, the verification of which is not provided directly during the examination (qualification) for the PM.
This assessment tool should be accompanied by developed guidelines for its compilation, use and evaluation.
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Ministry of General and Vocational Education of the Sverdlovsk Region
State budgetary educational institution
additional professional education of the Sverdlovsk region
"Institute for Education Development"
department of Professional Education
Development methodology
Assessment funds
The main professional educational program based on the Federal State Educational Standard
cand. ped. Sciences, Associate Professor of the Department
vocational education IRO
Yekaterinburg, 2011
Published by the decision of the Scientific and Methodological Council of the IRO.
Minutes No. 3 dated 14.12.2011
O. V. Temnyatkina Methodology for the development of the Fund of Assessment Tools of the Basic Professional Educational Program based on the Federal State Educational Standard Guidelines. Yekaterinburg, 2011.
Methodological recommendations are intended for the heads and teachers of institutions of primary and secondary vocational education that implement the Basic vocational educational programs based on Federal State Educational Standards.
Included in the educational and methodological kit for the educational programs of the IRO EP "Training of UNPO and USPO teachers for the implementation of the FSES of vocational education" VM "Activities of teachers in vocational education institutions in the context of the introduction of the FSES NPO / SPO" (training of tutors) and secondary vocational education on the basis of a modular - competence-based approach ", EP" Monitoring the quality of vocational education ".
The methodological recommendations are based on the information materials of the seminar on the development of control and measuring materials of the Privolzhsky branch of FIRO in Samara, methodological developments of the teachers of the educational institutions of NGOs and secondary vocational schools of the Sverdlovsk region.
Reviewers:
Gerasimova M.A., Cand. ped. sciences, head. Department of Professional Education, IRO,
Sapozhnikova I.A., Head of the Regional Resource Center, Deputy. Director of SBEE SPO SO "Style", Yekaterinburg.
Introduction …………………………………………………………………………. four
1. Development methodology modern system funds
and technologies for assessing educational
achievements of students based on competence
approach ……………………………………………………………………… .. 5
1.1. Features of the assessment (diagnosis) of achievements
students based on a competence-based approach ………. ……….
1.2. The specifics of defining competencies …………………………. ……… 9
1.3 Classification of basic competencies. ……………………………….. eleven
1.4. Classification of general and professional competences …………. 17
2. Features of the assessment of educational achievements
students in accordance with the requirements of the Federal State Educational Standard …………… ... 28
2.1. Federal State Educational Requirements
standard of primary and secondary vocational education
to assess the quality of training of students ……………………… .. 28
2.2. Choice of ways to assess educational
the results of students in accordance with the Federal State Educational Standard ………………………. 31
2.3. Test items to control educational
achievements of students and their features. …………………………… .. 33
2.4. The structure of the competence-based
tasks and requirements for its components ………………………………… 50
3.Evaluation of the level of mastering by students of knowledge and skills
within the academic discipline and interdisciplinary course… ..…. 54
4. Assessment of the competencies of students ……………………………………… .. 63
4.1. Evaluation tools for diagnosis
emotionally - psychological level
formation of competencies ............................................................. 67
4.2. Evaluation tools for diagnosis
the regulatory level of competence formation …………………. 71
4.3 Evaluation tools for diagnosis
social level of competence formation ...................... .................... 74
4.4. Evaluation tools for diagnosis
analytical level of competence formation ... ... .................. 77
4.5. Evaluation tools for diagnosis
creative level of competence formation ……… ..................... 87
4.6 Assessment tools for diagnosing maturity
competencies at the level of self-improvement ……. ………………… 92
5. Assessment of the level of formation
type of professional activity ………………………………… .. 94
6. Technologies for assessing educational achievements
during the state final certification of graduates ………. 104
Conclusion ………………………………………………………………………. 111
Literature …………………………………………………………………… .. 112
INTRODUCTION
The implementation of the Federal State Educational Standard, a new generation standard in institutions of primary and secondary vocational education, presupposes a change, first of all, in the result of education. Under educational outcomes The FSES standard means sets of competencies - general and professional - expressing what exactly a student will know, understand and be able to do after completing the development of an academic discipline, a professional module or the entire Basic professional educational program in a profession or specialty.
Expressing the results of education in terms of competencies contributes to the strengthening of the personal orientation of the educational process, which is adequate to the new conditions and prospects for the development of a competitive and dynamic economy based on knowledge.
Determining the results of education in the form of a target, basic function of the vocational education system means a transition to a student-centered model of training a specialist, when the emphasis from the content (what is taught) is shifted to the result (what competencies the student will master, what he will know and be ready to do). Focusing the educational process on the achievement of a given educational result by students makes the teacher and student equal subjects of the educational process with their own tasks and responsibilities, but with a single educational goal. It is this training model that has been recognized as a priority by the countries participating in the Bologna Process when building the European vocational education space.
The introduction of the new standard since September 2011 exacerbates the need to develop Assessment Funds as a basis for ensuring the implementation of the Basic Professional Educational Program and assessing the quality of graduates' training in a competency format.
It becomes relevant to consider the methodology for the development and implementation of a modern system of tools and technologies for the current and intermediate certification of students (as an element of the system for monitoring the quality of education in institutions of primary and secondary vocational education), modernization of the system of final state certification (assessment tools and certification technologies) of graduates of primary and secondary vocational education.
These guidelines are devoted to the study of methodology and the development of a modern system of means, technologies and methods for assessing the quality of training (results of education and competence) of students and graduates of institutions of primary and secondary vocational education in a new competence paradigm.
1. Methodology for the development of a modern system of tools and technologies for assessing the educational achievements of students based on a competency-based approach.
1.1. Features of assessment (diagnostics) of students' achievements based on the competence-based approach.
Assessment of the quality of training in the new competence-methodological paradigm of vocational education requires the development of technologies for assessing the characteristics acquired by students that form their competencies.
The competence-based approach allows us to reveal the versatility of the preparedness of students, which, in addition to traditional titles and skills, includes a certain set of psychological, pedagogical and professionally significant characteristics, which in the assessment process are considered as variables of the pedagogical measurement.
These psychological and pedagogical characteristics of preparedness, reflecting an orientation towards cognitive learning and the development of creative abilities, in combination with the assessment of knowledge, skills and abilities, can serve as a multidimensional assessment of the quality of educational achievements of students.
In turn, the most common variable assessed by traditional assessment tools or tests in a domestic vocational school is the level of preparedness (level of knowledge, abilities, skills), which, as a rule, does not reflect modern requirements for the quality of training of students. This level is poorly focused on integral interdisciplinary knowledge due to the one-dimensionality inherent in it, which does not check the degree of mastering by graduates of competencies, including the ability to learn, the ability to analyze and synthesize, transfer knowledge and skills to new situations, generate ideas, etc.
Competencies are formed and developed through learning content, educational environment institutions and, mainly, educational technologies. In particular, the elements of creative activity contribute to the training of a wide-profile specialist, the search for solutions to new problems associated with the lack of specific special knowledge and the absence of specific algorithms for solving problems of this class. The creative characteristics of a person can be formed only in the process of modeling the quasi-real activity of a student, which requires a search for solutions to new problems, in which it is necessary to carry out the transfer of knowledge, combinations, transformation of methods of activity and implementation of other creative procedures.
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VLADIMIR REGION
FORMATION OF VALUATION FUNDS
BY SPECIALTYAND PROFESSIONS
SECONDARY PROFESSIONAL EDUCATION
Kovrov
2014
annotation
Methodological recommendations are intended for teaching staff of educational institutions of secondary vocational education, implementing basic professional educational programs, reveal general approaches to the process of forming funds of appraisal funds for specialties and professions of vocational education.
Methodological recommendations determine the requirements for the content of control and assessment tools, contain information on the structure, procedure for the formation and registration of funds of assessment tools. The appendices contain layouts of funds of assessment tools for the academic discipline and professional module, a layout of control and assessment tools for the exam (qualification).
Introduction …………………………………………………………… ..4
Specialties of secondary vocational education ... ... 4
General provisions …………………………………………………… 4
FOS structure ……………………………………………………… 5
The procedure for the formation of FOS ……………………………………… 6
General requirements for the maintenance of WWTF …………………………… 7
Responsibility for the formation of the WCF ………………………… ... 9
Conclusion …………………………………………………………… 9
Requirements for text formatting ………………………………… .10
List of sources used ……………………………… .10
Appendix 1 ………………………………………………………… 11
Appendix 2 ………………………………………………………… 14
Appendix 3 ………………………………………………………… 18
Introduction
In the context of the implementation of federal state educational standards, control and assessment of students' personal achievements become an important stage in the educational process.
Currently, educational institutions of secondary vocational education create funds of evaluation tools that provide an adequate assessment of the knowledge, skills and competencies of students. The activities of pedagogical collectives in the development of assessment tools should be focused on strengthening their content and motivational component, contribute to the formation of individual educational trajectories of students.
Systematic work on the creation of funds for evaluation means contributes to the improvement of the qualifications of teaching staff in the field of pedagogical measurements, analysis and use of the results of evaluation procedures.
The developed recommendations determine the requirements for the content of control and assessment tools, contain information on the structure, procedure for the formation and registration of funds of assessment tools. Applications can be used in the registration of funds of assessment tools and control and assessment tools for the examination (qualification).
1. General Provisions
1.1. Recommendations for the formation of funds of appraisal funds for the specialties of secondary vocational education (hereinafter - SPE), developed in accordance with the federal state educational standards of secondary vocational education (hereinafter - FGOS SPO).
1.2. Funds of assessment tools (hereinafter - FOS) are created to certify students for compliance with their personal achievements with the stage-by-stage requirements of the corresponding basic professional educational program (hereinafter - OBEP).
1.3. FOS is a complex of control and evaluation tools (hereinafter referred to as CBS) designed to assess the knowledge, skills and competencies of students at different stages of their training, as well as to conduct state (final) certification of graduates and check the compliance (or non-compliance) of the level of their training the requirements of the corresponding GEF upon completion of the development of a specific OBOR.
1.4. Assessment is carried out during:
Current control of knowledge;
Interim certification;
State (final) certification.
The procedure and conditions for assessment are determined by the educational institution of secondary vocational education (hereinafter referred to as OU SPE) independently and are recorded by local acts approved by the director.
The conditions and procedure for carrying out assessment activities and procedures are disclosed in the Regulations on conducting current control and intermediate certification of students of GBOU SPO VO "KPGT".
1.5. FOS are developed and approved by the educational institution independently. FOS on an academic discipline, is considered at a meeting of the subject (cycle) commission. FOS for the professional module, is considered at a meeting of the subject (cycle) commission after agreement with employers.
The state (final) certification program is developed and approved by the educational institution after the preliminary positive conclusion of the employers.
1.6. When forming the FOS, it is taken into account that the assessment of the quality of training of students is carried out in two main directions:
Assessment of the level of mastering disciplines;
Assessment of mastered competencies.
2. Structure of FOS
2.1. FOS by specialty consists of a program of state (final) attestation and FOS in all academic disciplines and professional modules of the compulsory and optional parts of OBOP in accordance with the curriculum of the educational institution of secondary vocational education.
2.2. The composition of the FOS for the academic discipline / professional module includes:
Title page;
The passport;
CBS for the current control of knowledge, skills of students (can be developed for an interdisciplinary course as a whole (hereinafter - MDC), sections of academic disciplines / professional modules, topics of academic disciplines / professional modules);
CBS for intermediate certification of students (can be developed in an academic discipline, MDC, educational and industrial practice (according to the profile of the specialty), including for the exam (qualification) (Appendix 1.2).
2.3. The procedure for the development of a CBS for the current control of knowledge and intermediate certification, the composition and requirements for registration are determined by the Regulations on the formation of a fund of appraisal funds of GBOU SPO VO KPGT. When determining the composition of the CBS for the exam (qualification), it must include:
Title page;
Specification;
Requirements for the student's portfolio;
The form of the practice certification sheet;
Scorecard form;
The form of the consolidated assessment sheet for the study group;
A set of tasks for conducting an exam (qualification) by the number of students in a group;
Examiner's package (Appendix 3).
3. The procedure for the formation of FOS
3.1. FOS are formed on the key principles of assessment:
Validity;
Reliability;
Justice;
Timeliness;
Efficiency.
3.2. The organizer of the development of FOS in the specialty is the Deputy Director for Academic Affairs, who determines the direct executors who develop the FOS for the academic discipline / professional module.
3.3. The direct executors of the development of the FOS for the academic discipline / professional module (hereinafter referred to as the developers) can be both individual teachers / masters of industrial training, and a group of teachers.
3.4. Developers fill out FOS passports for academic disciplines and professional modules.
3.5. The formation of CBS for the current control of knowledge, skills of students, their intermediate certification can be carried out in two directions:
Correction and adaptation of the available assessment materials, taking into account the competence-based approach to learning outcomes;
Development of new assessment materials.
3.6. The development of assessment materials for inclusion in the CBS is carried out taking into account:
Forms of assessment activities (oral questioning, test, exam; written test, test, exam, etc .; testing, including computer testing).
Levels of mastering the educational material of the topic (introductory, reproductive, productive);
Activities that students will perform in the process of assessment activities (conscious reproduction of information, application of information, analysis, synthesis, assessment);
Teaching capabilities of assessment materials;
Possibilities for making decisions about mastering by students
professional competencies (type of professional activity).
3.7 CBS for the current control of knowledge and skills of students in academic disciplines / interdisciplinary courses are included in their educational and methodological complex, and are stored in the classroom, laboratory, workshop, etc. from the developer of assessment materials.
3.8. CBS for intermediate certification of students in academic disciplines / interdisciplinary courses, for the exam (qualification) are part of the educational and methodological complex and are stored in the methodological office.
3.9. CBS collected in a single FOS for an academic discipline / professional module are considered and approved at a meeting of the methodological associations of the technical school. FOS for the professional module, including assessment materials for the exam (qualification), is agreed with representatives of specialized enterprises (organizations), employers.
3.10. It is allowed to form a unified FOS for an academic discipline, implemented within the framework of various OBOP from one enlarged group for specialties of vocational education. The corresponding decision is made at the specialized methodological association after the analysis of didactic units defined by the FSES SPE and is agreed with the Deputy Director for educational and methodological work.
4. General requirements for the maintenance of WWTP
4.1. Developers should include both simple and complex tasks in the CBS.
4.1.1. Simple tasks include tasks that are performed in one or two steps. These include:
Test items with a choice of answers in a closed form, to establish a correspondence in a closed form, or to establish the correct sequence in a closed form;
Simple situational tasks with a short answer or simple action;
Simple tasks to reproduce a text, solution or action, etc.
They presuppose that students perform simple actions to present knowledge of concepts, definitions, terms, laws, formulas, etc. with an understanding of the meaning of the material studied, or on the use of information to solve problems; application (of facts, rules, theories, techniques, methods) in specific situations, compliance with principles and laws.
4.1.2. Complex (complex) tasks can be classified as tasks requiring multi-step solutions, both in standard and non-standard situations. These include:
Tasks in an open form, requiring a step-by-step solution and a detailed answer, incl. test;
Tasks for individual or collective implementation of projects, practical actions on simulators, machine tools, mannequins, etc.;
(They involve students performing complex actions to divide information into interdependent parts, identify the relationships between them, understand the principles of organizing the whole, etc.);
By interpreting the results, creatively transforming information from different sources, creating a product / hypothesis, systemic explanation / solution and other new information explaining a phenomenon or event, predicting something, etc .; assessing the value of an object / phenomenon for a specific purpose, defining and making a judgment about the integrity of an idea / method / theory based on insight into the essence of phenomena and their comparison, etc.
4.1.3. When forming a CBS for intermediate certification of students in an academic discipline, the MDC is recommended to include tasks that require students to perform both simple and complex actions.
To test complex skills and competencies during the midterm certification, incl. when conducting an exam (qualification), it is recommended to use complex tasks.
4.2. The CBS includes teaching materials that perform both monitoring and training functions, incl. methodological developments for laboratory work, organization and conduct of practical classes by methods: analysis of industrial (professional) situations, case method, portfolio, projects, business games, etc.
They allow not only to check the level of assimilation of knowledge, mastery of skills, but also to assess the various qualities of the student's personality, the level of formation of professional and general competencies.
4.3. The KOS includes materials that provide an assessment of the control results. These include: criteria for assessing indicators of learning outcomes, benchmarks for solving tasks, keys to tests, etc.
The criterion for assessing the indicators of learning outcomes is a sign (basis, rule) for making a decision on the compliance of the results of mastering competencies, mastering knowledge, mastering skills with the requirements of the Federal State Educational Standard.
Evaluation of results should be carried out on a specially established scale. The scale determines the system for recalculating the sum of points (the sum of the weight of the criteria) received by students in the course of assessment activities and the rules for making a decision on the final assessment.
4.4. The form of assessment activities and the type of control affects the content of assessment materials and their submission to CBS.
4.4.1. Materials for assessment activities conducted orally (oral examination, credit) include a list of questions to prepare students for assessment activities and examination tickets.
4.4.2 Materials for written events are completed according to options (at least 2), including control tasks and instructions for students on their implementation.
4.4.3. Tests (including for computer testing) are formed in accordance with the general requirements for the design and content of tests.
4.5. Course work (project); requirements for its (his) structure and design can be included in the CBS for monitoring the academic discipline / professional module.
5. Responsibility for the formation of WCF
5.1 The deputy director for educational and methodological work and the deputy director for educational and production work are responsible for the development of the content of the CBS and the organization of the formation of the content of the WC for specialties.
5.2. The deputy director for educational and production work organizes the examination and approval of the CBS for the exam (qualification), the topic of final qualification works, the program of state (final) certification of graduates of educational institutions of secondary vocational education from employers.
5.3. The chairman of the methodological association is responsible for the quality of the CBS developed for academic disciplines / professional modules assigned to this commission and included in the WCF.
5.4. The developer (s) is (are) responsible for:
Compliance of the FOS with the work program of the academic discipline / professional module and the requirements of the FGOS;
Compliance with key principles of assessment;
Correctness of FOS registration in accordance with local acts of GBOU SPO VO KPGT.
6.Conclusion
A methodically well-formed fund of assessment tools is a tool that allows you to meet the requirements of federal state educational standards focused on educational results.
The teaching staff are faced with complex tasks to develop tasks adapted to practice-oriented assessment procedures that ensure the adoption of informed decisions about the development of general and professional competencies by students, and types of professional activities.
Work on the creation of modern assessment tools will contribute to the achievement of such a level of education quality that the qualifications of graduates can be certified and recognized by both employers and educational system generally.
7. Requirements for text formatting:
Format A 4.
Margins: top, bottom, right, left - 2 cm.
Page numbers - in Arabic numerals, at the bottom of the page, center alignment, the title page is included in the general numbering, but the number is not indicated on it.
Font - Times New Roman.
Font height - 12 (14) points;
Red line.
Line spacing is single.
Text alignment - in width.
Eliminate hyphenation in words.
8.List of sources used
1. Federal state educational standards for specialties of secondary vocational education and professions of primary vocational education
2. Guidelines for the design of evaluation tools for the implementation of multilevel educational programs of HPE with a competence-based approach / VABogoslovsky, Ye.V. Karavaeva, E.N. Kovtun, O. P. Melekhova, S.E. Rodionova, V.A. Tarlykov, A.A. Shekhonin. –M .: Publishing house of Moscow State University, 2007.
3. Materials of educational institutions:
GBOU VPO "Naberzhno-Chelny Institute of Social and Pedagogical Technologies and Resources";
OGBOU SPO "Irkutsk College of Architecture and Construction";
GBOU SPO Technological College №14;
GBOU SPO College of Landscape Design №18;
GBOU SPO Polytechnic College №19.
4. Internet resources:
Center for the Study of Vocational Education Problems
[Electronic resource]. - Access mode: http://www.cvets.ru/Doc-
s / DiagnostVypuskniki.pdf
Educational-methodical complexes in disciplines. Workers
programs, technological maps, lectures, tests, methods of execution
laboratory and practical work [Electronic resource]. - Mode
access: http://umk-spo.biz/articles/kontrol/maket-kos
Attachment 1
STATE BUDGETED EDUCATIONAL INSTITUTION
PROFESSIONAL EDUCATION
VLADIMIR REGION
"KOVROVSKY INDUSTRIAL - HUMANITARIAN TECHNICUM".
VALUATION FUND
by academic discipline
name of the discipline
Kovrov
2014
Full name, position, name GBOU SPO VO KPGT
Full name, position, name GBOU SPO VO KPGT
THE PASSPORT
ESTIMATION FUND
by academic discipline
________________________________________________
_____________________________________________________________
code, name of specialty
PC, OK | Topic name2 | Level of mastery of the topic | |||
Current control | Intermediate certification |
||||
Test work on the academic discipline |
|||||
Test by topic, section | Discipline test |
||||
Exam tickets for the oral (written) exam |
|||||
Course project (work) | |||||
Laboratory work | |||||
Workbook | |||||
Portfolio |
Columns 1,2 are filled in in accordance with section 4 of the work program "Monitoring and evaluation of the results of mastering the academic discipline"
Columns 3,4 in accordance with paragraph 2.2 of the work program " Thematic plan and the content of the discipline "
3 the approximate composition of the CBS for the current control of knowledge, skills of students in sections and (or) topics of academic disciplines and intermediate certification.
Appendix 2
Department of education of the administration of the vladimir region
STATE BUDGETED EDUCATIONAL INSTITUTION
PROFESSIONAL EDUCATION
VLADIMIR REGION
"KOVROVSKY INDUSTRIAL - HUMANITARIAN TECHNICUM".
VALUATION FUND
by professional module
________________________________________________
______________________________________________________________
code, name of specialty
Kovrov
2014
backside form of title page
Compiled by: _________________________________________________
______________________________________________________________
THE PASSPORT
ESTIMATION FUND
on MDK, practices and qualification exam
________________________________________________
discipline name
_____________________________________________________________
code, name of specialty
Learning outcomes (learned skills, learned knowledge) 1 | PC, OK | Topic name2 | Development level | Name of control and assessment tools3 | |
Current control | Intermediate certification |
||||
Examination number 1- on the topic, section | Test work on MDK |
||||
Questions for oral (written) survey on the topic, section | Questions for oral (written) offset |
||||
Test by topic, section | MDK test |
||||
Abstract, report, message, essay | Examination tickets for the oral (written) exam in MDK |
||||
Course project (work) | Diary or report on educational practice |
||||
Laboratory work | Manufacturing Practice Report |
||||
Practical lesson-business game | |||||
Practical lesson-solving situational problems | |||||
Practical lesson-settlement and graphic work | |||||
Workbook | |||||
Portfolio |
4 column 1 is filled in in accordance with the requirements for practical experience, skills, knowledge laid down in the FSES SPE and defined in clause 1.3 of the work program "Goals and objectives of mastering the discipline."
5 columns 2,3 "Learning outcomes - mastered PC, OK", "Main indicators of the assessment of the result" are filled in in accordance with section 5 of the work program "Monitoring and evaluation of the results of mastering the professional module";
6 column 4 "Name of the section, MDK, topics, subtopics" - in accordance with clause 3.2 of the work program "Content of training for the professional module"
7 the approximate composition of the CBS for the current control of knowledge, skills of students on the MDC, sections and topics of professional modules;
For intermediate certification in MDK, educational and industrial practice.
Intermediate certification forms for the professional module
PM elements | Interim certification forms (possible form filling is shown) | |||||
1 semester | 2 semester | {!LANG-412cb9ac92cb4d828853be2f905f0750!} | {!LANG-d0aff530bbc67988b402010cbc6f63c5!} | {!LANG-0fd549d3251c8e293f348767db20ac8c!} | {!LANG-f002b94d50df9df6d015dffb5a6d7705!} |
|
{!LANG-79f8e5376f8400e2085eaf7907bf73c5!} | {!LANG-57d57334438ca008e9967f859dd6a5fe!} | Test | {!LANG-602ca878dcd7dcdcb6d681b7cb265e6b!} | |||
{!LANG-8ab834c82cf3c7973fbb6b85455f380e!} | {!LANG-57d57334438ca008e9967f859dd6a5fe!} | {!LANG-602ca878dcd7dcdcb6d681b7cb265e6b!} |
||||
UP | {!LANG-cf8b72f76334a98fceb7191cd2bb231d!} | |||||
PP | {!LANG-cf8b72f76334a98fceb7191cd2bb231d!} |
|||||
{!LANG-afe92a8eea992307996d1b455d7921c9!} | {!LANG-29ab6fe8b6acc67b4d177c97cd3d8f40!}) |
{!LANG-923c17a266f349ff015b2c8e60486c42!}
{!LANG-4f3f6b28a12433493cf3e7ec16c60731!}
STATE BUDGETED EDUCATIONAL INSTITUTION
PROFESSIONAL EDUCATION
VLADIMIR REGION
"KOVROVSKY INDUSTRIAL - HUMANITARIAN TECHNICUM".
{!LANG-e5d9f13147c73909b25bed1bcb4259ee!}
{!LANG-d9d90012669f463f5b24e9e28d346fb6!}
by professional module
________________________________________________
______________________________________________________________
code, name of specialty
Kovrov
2014
backside form of title page
{!LANG-b07ed6a2f09fd5d4dd6947f0aaf4742c!} {!LANG-fbaf95403aaa6f7c990f473f5488aba9!} {!LANG-1f831be1ade75fc5b2b78f0a4a3a4cd6!} {!LANG-131e1c7f9792a6dcbbecf9b81c2f7153!} {!LANG-07898dbcdd2c2c12643d94d4c8429a5e!} {!LANG-7806a9a6842fa840db8f091991ba3a88!} {!LANG-d11612dc42019573596bd1e0afa39a1b!} _____________/___________ {!LANG-a5418ebca461826ac5dce179ce2664a8!} | {!LANG-07270413b19a3399d1ad8e5aa8f30cba!} {!LANG-32621e07243478f151fa0d491e4d55cf!} _____________________________________ {!LANG-8fa39183525466ad6d407853a9a2dd6c!} {!LANG-27023eccb40838ff6db16d9dc6ae272c!}___________/____________ {!LANG-a5418ebca461826ac5dce179ce2664a8!} {!LANG-6a1098a954467181bdc96403f429d31b!}___________/____________ {!LANG-a5418ebca461826ac5dce179ce2664a8!} |
Compiled by: _________________________________________________
{!LANG-72a0fb91fb65b0d039615c44e5c7d479!}
______________________________________________________________
{!LANG-0b0e63a6e1c08b8c67ba9bb8eac386c1!}
{!LANG-fc84d74a383ed9a3b5d29fb51b85df12!}
{!LANG-3c53f2a242bb23a778ed5b927b93bb7f!}
{!LANG-fa635ee563ef1f8464fa6d7b4ee9f7f9!} {!LANG-61774a12822adb2f209607b20464be57!} | {!LANG-71373c79147d7be70105102f1394e45a!} | Criteria for evaluation | {!LANG-f010561bfea737928e6b3eb582981ad6!} | {!LANG-1783abec51458f19be1015b70a61ece7!} | {!LANG-cb724b2d925f243898daa5133220c7d6!} |
{!LANG-4c070f07bd595143d28308106b4d1e37!} | |||||
{!LANG-6c5087f679e110033e1bd5c971c5915b!} | |||||
Portfolio | |||||
{!LANG-4ae38371e17d7866aa8ab69fdfa3da3e!}
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
{!LANG-290ac5b5242a34106615cd3248d8b758!}
{!LANG-6d1c7d3c25246b0dec3456daf80e4234!}
{!LANG-2f308046670b5eaceb6052635bbd9f35!}
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{!LANG-05d114fa62f34d55f36273148538af9d!}
{!LANG-c077e969e5a94a9e0ee36f330b1434a4!}:
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{!LANG-36865ef2bfae4d0c0f023729fbe4d830!}
{!LANG-ddec86bcc5d8a58625f0e4b3efda42ee!}
{!LANG-d3f33ec275027b7f1543aea6b034c315!}
{!LANG-514bc0d629b529dc4c9b135f85e6808c!}
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{!LANG-cfaed879d71fe801a1ab9b66f289b00a!}
{!LANG-6768e9c335c839ea401e179a3b4ff40e!}
{!LANG-da0d7094b110fd54c8cf1c498dc96b20!} {!LANG-6e7f40aa618eba85ff7f573ee2ec612b!} {!LANG-143c5380b09493a75aad67753bee65a8!} ________________________________ {!LANG-071bc25892f066869098b8b654527b07!} {!LANG-c316e6c66be7f4189fe9cec600b1380f!}___ {!LANG-a3109ad2365f7936fe32ee663c4f2def!} _______________ / _____________ {!LANG-a5418ebca461826ac5dce179ce2664a8!} | {!LANG-b0736f4ab1d2d0abd9bed22cfbf0ce65!} {!LANG-d8b0c0b4d97499d53104a787a78ad1d3!} {!LANG-17a7d2f3311694be5be2decf9e726f55!} __________________________________ {!LANG-b8fbb966c185bcb76f5d57635c1c4e1f!} | {!LANG-cd227177ff57258747943483445c3561!} {!LANG-f8f80c5e5e213132a630c1be71aa101e!} {!LANG-6edd3ada03aa21b778792aa8fa4becff!} {!LANG-d98baaa6b36f13a16894be408aa9a147!} {!LANG-d31037715d3da386cf95e3db281061c5!} ____________________________ {!LANG-c1dbd755472c2db09a70f5186052cea2!} |
{!LANG-848e4ef09691ef0ae0438ad037ee7684!}
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{!LANG-e022cdc91c61a34056a11bec1e70efba!}
{!LANG-5015eb47604f6cef452c17d13d1082e4!}
{!LANG-71f17d606ddf04cd56b477988638aeac!}
{!LANG-d65abeab55bc7c48c1653620b7fd21e9!} {!LANG-4de6f4db6596cd881e8be036c6b28bb4!}{!LANG-6ba23f8d4748801c9044e7afcccec28d!}
{!LANG-9e0bcf38e8d331e6ad436e8b8b8b4bff!}
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________________
{!LANG-5b9b06124d529f9c50e034adc49c7da6!}
{!LANG-b7568f23942acc567579ba51e47db8a0!}
{!LANG-acac313133441518e55b8f462080d84e!}__________________________________________________________________
________________________________________________________________________________________________
{!LANG-3952dff987545c269bebd91fb471066a!}_____________________________________________________________________
____________________________________________________________________________
P / p No. | FULL NAME. | {!LANG-ea0a2d23250288578aa22c15024bf2e1!}{!LANG-d73f8ff7d734d99c8efb2807839edce7!}{!LANG-f0e01c051d530d3f233428f9835ab41c!} | |||
{!LANG-071d376920581fb36054f0face9ff046!} | {!LANG-fbd136f84866dd46790c79bac4661a2f!} | {!LANG-d4e996fed2339b5dda5bf0a480c00cd9!} | {!LANG-6a3065b4bce9e060c6bce0b51c94a31c!} |
||
{!LANG-d96dd7c09f41179a751a4f7cfb70748e!} | {!LANG-c25097a43a9e0c804187c073cf6e0133!} | {!LANG-474a84de043e23d8ab44051780108b00!} | {!LANG-d96dd7c09f41179a751a4f7cfb70748e!} |
||
{!LANG-c0d357c531dc77483820def21a54b9b7!}
{!LANG-1ae27225df7a6f38ffd74d5885ce18ae!}
{!LANG-8779936abb443ef9ca5ca0ef8dcbff1f!}
{!LANG-95297c62bee4cb713d38936363e0e732!} _____________________________________________________________ __________________________________________________________________________________
{!LANG-83311cccf721135fe870498696dc3ba4!}
_________________________________________________________________________________________
{!LANG-147e11cd518b3da0f3825e469068914d!}
{!LANG-cd80fbbce1e8597eb10849fed926335e!}_______________________________
P / p No. | FULL NAME. | {!LANG-13cf72c0533b7bd1e290c1635919136f!} | {!LANG-13cf72c0533b7bd1e290c1635919136f!} | {!LANG-13cf72c0533b7bd1e290c1635919136f!} | {!LANG-13cf72c0533b7bd1e290c1635919136f!} | {!LANG-adf816b641770b31af8e0f95d1177bd6!} {!LANG-3b033681dbaae24c7ec2f54585f45f3e!} {!LANG-37c265834774610371821d8c5f35c459!} | {!LANG-6f27984d6347248f11a58905b95ea93b!} |
|
{!LANG-bac469e67dab6fa43616dbe3605b2bbf!} {!LANG-2f89dc1bdc12b37bb7bb07659951f155!} | {!LANG-bac469e67dab6fa43616dbe3605b2bbf!} {!LANG-89ecc7f5efa73be981a762438dba933e!} | {!LANG-bac469e67dab6fa43616dbe3605b2bbf!} {!LANG-89ecc7f5efa73be981a762438dba933e!} | {!LANG-bac469e67dab6fa43616dbe3605b2bbf!} {!LANG-89ecc7f5efa73be981a762438dba933e!} | {!LANG-bac469e67dab6fa43616dbe3605b2bbf!} {!LANG-89ecc7f5efa73be981a762438dba933e!} | {!LANG-bd5b19b8be24f31340c7c0a8bec4fc7e!} {!LANG-f0d36c31b2749e14e21aa9b68145c8c9!} | |||
{!LANG-d2e1de85012dc537ec44e52011a0734a!} | {!LANG-d96dd7c09f41179a751a4f7cfb70748e!} | {!LANG-d96dd7c09f41179a751a4f7cfb70748e!} |
||||||
{!LANG-c25097a43a9e0c804187c073cf6e0133!} |
||||||||
{!LANG-474a84de043e23d8ab44051780108b00!} |
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{!LANG-1df33c3d11122a440fc99f905a41ae85!} |
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5. | ||||||||
6. | ||||||||
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20. |
{!LANG-076cfa314fbc2e20c2fbe2bc5b345d40!}
{!LANG-d46cc58bc59c390acb7b1aab05f008a0!} __________ __________ ______________________
{!LANG-b6b8e4834058525be0da04f0eddc45f1!}
Examiner package
{!LANG-25985d9028366e2032f02a12ab2f6f16!}
{!LANG-5c6aab48b8ceb192c2fa311664fec631!}
{!LANG-432bb9d252ebefe03c83e408ceb5bfd6!}
{!LANG-246fc6907d19a1f07b5dc798258c3f2b!}
_______________________________________________________________
{!LANG-4398555fd13c6940335d075ee02f56db!}
{!LANG-f9caeae1c4c4f576a9fdbd4e47080689!}{!LANG-ca80434a6a17e99f653b1b4bb09fa9b2!}{!LANG-8411097c443dc3e6a09c0f9e83d60f56!}
{!LANG-4afe06c4d2ad5e901c455f84af5b3baf!}
{!LANG-e90a37379fd6f3b74652bc446e10a1ed!}
4. {!LANG-35e697bbeea2a670a46a61e355dc753e!}*
{!LANG-b2536b396c4948e98402ac10e01e2fdd!}
{!LANG-e1064d2ae0441a79067acb8c191e5fcf!}
{!LANG-9f74a5c6364a8bd9d85e03574d4d52ac!}
{!LANG-4fca9d70ec4fbb52e4c71f20c1240b61!}
{!LANG-d14b3d8f1ac52b76b81f7eb967b7b497!}
{!LANG-f0cec431542b17a7ec2010e068417639!}
{!LANG-b514a14b89e751901a64f267880a594d!}
{!LANG-2b2f82d3bbd3d24f9643999190a31aa0!}
{!LANG-9b7d826182686e74fb93369ce123a0ed!}
