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November 2023, № 4 (240), pages 185-191

doi: 10.25198/1814-6457-240-185

Lopanova E.V. METHODICAL ASPECTS OF CRITERIA ASSESSMENT AT THE UNIVERSITYTo create conditions for supporting active independent learning, coordinating the organization of control with the content and structure of the program, and an effective tool for improving the quality of education, it is possible to use criterion-based assessment as a student-centered learning technology. The existing assessment system in higher education reflects the result of knowledge acquisition. In the conditions of the competency-based learning paradigm in higher education, another mechanism for assessment and control activities of all participants in the educational process is needed. Accordingly, it is necessary to develop and verify technologies, techniques and organizational assessment procedures. Criteria-based assessment, which is understood as a process based on comparison of students’ educational achievements with criteria corresponding to the goals and content of education, is a dynamic procedure for students’ self-assessment of educational and professional activities, ensuring individual progress and motivation. Criteria-based assessment is represented by the integration of formative and summative assessment practices. Summative assessment is aimed at establishing the level of mastery of a competency or planned result. Formative assessment is a new pedagogical tool that corresponds to modern educational values and is based on targeted learning support that actualizes the student’s educational independence. There are methodological features of the preparation and organization of criteria-based assessment of educational results at a university. Since learning can only be effective for an internally motivated student, the student himself must be an active “element” of the learning process, aimed at the subjective “discovery” of new knowledge and skills, including in the process of assessing his own educational achievements.Key words: criterion assessment, student-­centered learning technology, summative assessment, formative assessment, health­saving exam technology.

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About this article

Author: Lopanova E.V.

Year: 2023

doi: 10.25198/1814-6457-240-185

Editor-in-chief
Sergey Aleksandrovich
MIROSHNIKOV

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