THE QUALITY OF PROFESSIONAL TRAINING OF SPECIALISTS AS THE SUBJECT OF PEDAGOGICAL EVALUATION
Abstract
Relevance. The quality of professional training of specialists is that integrative criterion that characterizes the ability of the college graduate from the first days of work in the specialty constructively, creatively solve production situations, to demonstrate the ability to master the latest production technologies independently, to develop training skills throughout life. However, modern educational practice very slowly departs from the established technologies of assessment of the readiness of future professional junior bachelors to professional activity, uses diagnostic methods, insufficient differentiation of students by levels of academic achievement. At the same time, pedagogical science has not yet developed detailed theories of ensuring and assessing the quality of training in vocational education institutions. Given this, an actual scientific task is to find an answer to the question: what is quality training of professionals, how to ensure it, how to measure and assess its level of quality, etc.
Aim: on the basis of the analysis of the essential characteristics of the quality of professional training of specialists, features of the formulation of modern learning results, to propose a methodology for the design of various levels of tasks for the evaluation of cognitive levels of educational achievements of students.
Methods: Theoretical (theoretical analysis of scientific sources, study of requirements of professional and educational standards, educational programs, analysis of programs of educational disciplines, theories of formulation of learning results – to find out the state of the problem of research and determine the directions of scientific research; comparison – for the purpose of studying scientific approaches to solving the problem; analysis and synthesis – for the development of a methodology for the design of different-level problems for the evaluation of cognitive levels of educational achievements of students; modeling – to develop a model of cognitive levels of refined taxonomy; empirical (observation, testing – to confirm the validity of tools, making adjustments to the evaluation methodology; scientific assessment- to determine the importance of pedagogical assessment in the structure of factors improving the quality of professional training).
Results. It has been specified that the quality of professional training of specialists is of a different level and is determined by determining whether the results of training of the applicant for education meet the requirements of qualification standards (if available)educational and professional programs, population demand, labor market, employers and personality. By means of factor analysis, it has been established that pedagogical assessment is an important determinant of ensuring (improving) the quality of training of junior bachelors in colleges. There is a lack of sustainable approaches to the definition of «quality of education», «quality of training», «learning results» and others that are closely related to these. It is proved that ensuring and assessing the quality of professional training in vocational education institutions should be carried out using a refined taxonomy of B. Bloom, which compares levels of knowledge (factual, conceptual, procedural, metacognitive knowledge) with each level of cognitive process – a) remember; b) understand; c) apply; d) analyze; f) evaluate; f (create). The method of «programming» of learning results in the cognitive sphere by the refined taxonomy is shown on concrete examples, which allows to purposefully provide and, correspondingly, to evaluate the necessary cognitive levels of educational achievements of students.
Conclusions. The investigation clarifies that the quality of professional training of specialists in colleges is determined by establishing the compliance of educational outcomes with the requirements of qualification standards or educational and professional programs. Developed on the basis of a sound hierarchical model of levels of complexity of learning outcomes, the method of designing multilevel tasks to ensure the quality of training provides a purposeful, scientific basis to program reference learning outcomes and develop accessible to a wide range of teachers diagnostics of competencies in college.
Keywords
quality of vocational training, professional junior bachelor, educational results, taxonomy of pedagogical goals, assessment, hierarchical model, methods of designing multilevel tasks
Author Biography
Ірина Мося
Candidate of Pedagogical Sciences, senior researcher of the laboratory of scientific and methodical support for the training of specialists in colleges and technical schools of the Institute of Vocational Education of NAES of Ukraine, Ukraine
Oksana Lapa
Candidate of Pedagogical Sciences, Head of the laboratory of scientific and methodical support training of specialists in colleges and technical schools of the Institute of Vocational Education of NAES of Ukraine, Ukraine
Petro Luzan
DSc in Education, Professor, chief researcher of the laboratory of scientific and methodological support training of specialists in colleges and technical school of the Institute of Vocational Education of NAES of Ukraine, Ukraine
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