Methodology for assessing the quality of training specialists in institutions of professional pre-higher education

- Luzan, Petro (orcid.org/0000-0002-8853-9275), Titova, Olena (orcid.org/0000-0002-6081-1812), Mosya, Irina (orcid.org/0000-0001-7641-3352) and Pashchenko, Tetiana (orcid.org/0000-0002-7629-7870) (2021) Methodology for assessing the quality of training specialists in institutions of professional pre-higher education Professional Pedagogics, 1 (22). pp. 169-184. ISSN 2617-1759

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Abstract

Relevance. Adequate functioning of any pedagogical system, including the system of training specialists in the college, is impossible without feedback, establishing the effectiveness of the educational process, evaluating the results of competency-based learning. At the same time, pedagogical science has not yet developed detailed theories and valid methods that would allow to reliably assess the level of students' mastery of professional skills, abilities, other complex competencies, defined by educational standards and learning outcomes. In view of this, there is a need to develop a reliable, systematic and accessible, in practice, methodology for assessing the quality of training the specialists in col- leges. The purpose – to substantiate the methodology (for assessing the quality of training specialists in colleges) on the basis of the analysis of essential characteristics of pedagogical estimation, features of the competence approach in professional pre-higher education. Methods: theoretical (theoretical analysis of scientific sources, study of the requirements of professional and edu- cational standards, educational programs, analysis of programs of academic disciplines – to clarify the state of the re- search problem and determine areas of scientific research; comparison – to study scientific approaches to solving the problem; analysis and synthesis – to develop a method for assessing competencies (educational outcomes), empirical (observation, testing – to determine the validity of tools, making adjustments to the assessment methodology; didactic experiment – to determine the importance of the topic and highlight the dominant learning elements). Results. The essence of pedagogical assessment as a process of establishing the level of student achievement in mastering the content of the discipline (topic, module, etc.) in accordance with the standardized requirements is speci-fied. There is a lack of sustainable approaches to the definition of "pedagogical control", "pedagogical (educational) monitoring", "pedagogical diagnostics", "pedagogical evaluation", "assessment", "verification", "accounting", "pedagogical measurement" and the others that are closely related to the above. It is proved that the assessment of the quality of professional training of specialists in the college should be carried out by comparing the students' demonstrated knowledge, skills, abilities and other competencies (current state of the object) with the reference (expected, standardized) results declared in the standards of professional pre-higher education (educational programs). The methodology for assessing the quality of professional training of specialists as a algorithm for the consistent implementation of nine stages – from the establishment of reference learning outcomes to the production of conclusions about the level of quality of competency-based learning of students. A method for assessing the formation of skills (other competencies) of students based on the description of the structural components of professional action (subject (object); process (procedure); means; conditions; result (product)) is proposed. Conclusions: The methodology for assessing the quality of professional training of specialists in colleges makes it possible to determine the real level of compliance of students' preparedness with the established regulatory requirements at all stages of mastering the educational program by applicants. The proposed method of assessing competencies (ed- ucational outcomes) on the basis of didactic differentiation of professional activities provides an opportunity for inter- ested subjects of the educational process, no longer intuitively, but purposefully, on a scientific basis, to develop diagnostic tools, conduct diagnostic procedures and reliable results of testing students' competencies.

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