Speranskaya N.I., Yatsevich O.E.
TO THE QUESTION OF ESTIMATION OF KNOWLEDGE OF STUDENTS IN HIGHER EDUCATION: THE MARK, CREDIT, RATING, MONITORING ^{[№ 5 ' 2016]}
This article discusses different approaches to the evaluation of students and pupils' knowledge at different stages of national education (preschool, primary, basic, secondary complete and higher), identifies the advantages and disadvantages of various control forms (a traditional mark, testing, rating, two-point scale system), the need for their motivating role is emphasized. Particular attention is paid to such controlfunctions as the implementation of feedback in the organization of the educational process and determining its degree of success at different levels: the individual student, to the University as a whole. The authors describe in sufficient detail the rating and objectified system of control — EDUCON used in Tyumen industrial University. The article focuses on the need to use multilateral (self-evaluation, evaluation of classmates and teacher), qualitative, verbal definition of the learning progress of students, ensuring the realization of student-oriented learning, and emphasizes the viability of the active teacher's role in the choice of those or other means, forms and methods of control. The authors concluded that only the combined use of various forms and methods of assessment provides effective feedback and implementation of all functions.

Speranskaya N.I., Yatsevich O.E.
THE INDIVIDUAL EDUCATIONAL ROUTE OF THE STUDENT: MYTH AND REALITY ^{[№ 2 ' 2016]}
In modern education there are contradictions: on the one hand, accentuation of the necessity of individualization of learning in an era of changing the traditional (knowledge) of the educational paradigm to personality-oriented and, on the other hand, the strengthening of centrifugal forces in the Russian school (state standards, common exams, state certification, Federal Internet-exam, etc.) The teacher faces up the dilemma of demonstrating the success of his students on the uniform testing by definition, unable to identify the individual achievement of students and implement individual approach in the educational process. The analysis of capabilities supports individual and student-oriented learning in higher education showed that at this stage of development of the domestic education individualization real on activity level in the dialogue teacher — student. The author's teaching experience on organization of work with students in designing study plans for academic discipline "Business foreign language" is to enhance the role of students in the selection of textbooks, topics (according to their own research interests), following the individual educational path based on their level of training and psycho-physiological features. The authors " analyses showed that projecting the educational path for academic discipline can significantly increase the responsibility of student awareness of goal-setting, develops the ability to adequately assessing of their capabilities, which activates their academic motivation and increases autonomy in the educational process. In addition, during this pedagogical experiment were concretized pedagogical terms "educational trajectory" and "educational route", formulated the definition of "educational vector". The authors chose a dialogical way of presentation as the most appropriate structure of human thinking in General.