DIAGNOSTIC TOOLS FOR ASSESSING THE QUALITY OF VOCATIONAL TRAINING FOR SPECIALISTS IN ECONOMIC COLLEGES
Abstract
Relevance assessing the quality of vocational training for specialists in economic colleges requires the development of effective diagnostic tools.
Aim: to substantiate the necessity of developing effective diagnostic tools that will contribute to improving the quality of education and ensure the training of highly qualified specialists capable of meeting the demands of the modern labor market.
Methods: this study applies a comprehensive approach encompassing literature analysis, empirical research, expert evaluation, modeling, and comparative analysis. These methods are employed to develop diagnostic tools for assessing the quality of vocational training for specialists in economic colleges.
Results: a model of the methodological system for assessing the quality of vocational training for specialists in economic colleges is presented. This model features a clear structure, including target, content, instrumental, organizational-methodological, diagnostic, and results-reflective blocks. The main functions of this quality assessment model are defined, and the specific characteristics of the methodological system for assessing the quality of vocational training for specialists in economic colleges are explored.
Conclusions: the developed methodological system is a comprehensive organizational and technological construct rooted in a hierarchical combination of interconnected components. These components include goals, objectives, educational content, stages, methods, forms, diagnostic tools, criteria, indicators, and assessment results. The successful implementation of this methodological system is achieved through the effective utilization of technologies for assessing the quality of specialist training in colleges.
Keywords
diagnostic tools; quality assessment; vocational training; economic colleges; competencies; methodological system
Author Biography
Dmytro Nahlyi
PhD Student of the Institute of Vocational Education of the National Academy of Educational Sciences of Ukraine, Kyiv, http://orcid.org/0009-0004-1456-316X, e-mail: dimadimanaglui@ukr.net
References
Гривко, А., & Ващенко, Л. (2021). Поточне та формувальне оцінювання в базовій та старшій профільній школі. Український Педагогічний журнал, (2), 72–83. https://doi.org/10.32405/2411-1317-2021-2-72-83.
Лузан, П. Г., Каленський, А. А., Пащенко, Т. М., Мося, І. А., & Ямковий, О. Ю. (2021а). Методичні основи оцінювання якості підготовки фахівців у закладах фахової передвищої освіти: методичний посібник. Житомир: «Полісся». https://lib.iitta.gov.ua/id/eprint/729577
Лузан, П. Г., Лапа, О. В., Каленський, А. А., Пащенко, Т. М., Мося, І. А., Ваніна, Н. М., Остапенко, А. В., Ямковий, О. Ю., & Курок, Р. (2024). Методичні засади оцінювання якості підготовки фахівців у закладах фахової передвищої освіти: монографія. Інноваційна професійна освіта, 8(21). ІПО НАПН України, Київ, Україна. https://lib.iitta.gov.ua/id/eprint/744027/
Лузан, П. Г. (2024). Впровадження результатів прикладного наукового дослідження «Методичні засади оцінювання якості підготовки фахівців у закладах фахової передвищої освіти»: Наукова доповідь на засіданні вченої ради Інституту професійної освіти НАПН України, 18 березня 2024 р. Вісник Національної академії педагогічних наук України, 6(1), 1-11. https://doi.org/10.37472/v.naes.2024.6144
Лузан, П. Г., Тітова, О. А., Мося, І. А., & Пащенко Т. М. (2021b). Методика оцінювання якості підготовки фахівців у закладах фахової передвищої освіти. Професійна педагогіка, 1(22), 169-184. https://doi.org/10.32835/2707-3092.2021.22.169-184.
Наглий, Д. (2024). Методологічні аспекти оцінювання якості професійної підготовки фахівців в економічних коледжах. Педагогічні науки: теорія, історія, інноваційні технології, 4 (138), 84–96. Сумський державний педагогічний університет імені А. С. Макаренка. https://pedscience.sspu.edu.ua/wp-content/uploads/2024/08/%D0%9D%D0%B0%D0%B3%D0%BB%D0%B8%D0%B9.pdf.
Arieli-Attali, M., Ward, S., Thomas, J., Deonovic, B., & Davier, A. A. (2019). The expanded evidence-centered design (e-ECD) for learning and assessment systems: A framework for incorporating learning goals and processes within assessment design. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2019.00853
Baartman, L. K. J. (2008). Assessing the assessment: Development and use of quality criteria for Competence Assessment Programmes. Dissertation for obtaining the degree of doctor at Utrecht University under the authority of the rector magnificus, prof. Dr. J.C. Stew. Supported by the Netherlands Organisation for Scientific Research (project no. PROO 411‐02‐363). https://www.researchgate.net/publication/
27709638_'Assessing_the_assessment'_Development_and_use_of_quality_criteria_for_Competence_Assessment_Programmes
Broadfoot, P., Daugherty, R., Gardner, J., Harlen, W., James, M., & Stobart, G. (2002). Assessment for learning: 10 principles. Research-based principles to guide classroom practice. Assessment Reform Group. https://www.researchgate.net/publication/271849158_Assessment_for_Learning_10_Principles_Research-based_principles_to_guide_classroom_practice_Assessment_for_Learning
Darling-Hammond, L., & Wentworth, L. (2010). Benchmarking Learning Systems: Student Performance Assessment in International Context. Stanford, CA: Stanford University, Stanford Centerfor Opportunity Policy in Education. https://www.scirp.org/reference/referencespapers?referenceid=2008088
Double, K. S., McGrane, J. A., & Hopfenbeck, T. N. (2020). The impact of peer assessment on academic performance: A meta-analysis of control group studies. Educational Psychology Review, 32, 481–509. https://doi.org/10.1007/s10648-019-09510-3
Frontiers in Psychology. (2019). Advancements in Technology-Based Assessment: Emerging Item Formats, Test Designs, and Data Sources. Retrieved from https://www.frontiersin.org/research-topics/7841/advancements-in-technology-based-assessment-emerging-item-formats-test-designs-and-data-sources.
Fyfe, E. R., & Rittle-Johnson, B. (2016). Feedback both helps and hinders learning: The causal role of prior knowledge. Journal of Educational Psychology, 108(1), 82–97. https://doi.org/10.1037/edu0000053
Michelle, R., Mislevy, M. J., & Corrigan, S. (2015). Evidence-centered design. In Handbook of Test Development (pp. 3-). Abingdon: Routledge. https://doi.org/10.4324/9780203102961.ch3
OECD. (2022). The importance of human capital for economic outcomes. Retrieved from https://one.oecd.org/document/EDU/EDPC%282022%292/en/pdf
Partanen, L. (2020). How student-centred teaching in quantum chemistry affects students’ experiences of learning and motivation – a self-determination theory perspective. Chemistry Education Research and Practice, 21, 79-94. https://doi.org/10.1039/C9RP00036D
Reinholz, D. (2016). The assessment cycle: A model for learning through peer assessment. Assessment & Evaluation in Higher Education, 41(2), 301-315. https://doi.org/10.1080/02602938.2015.1008982
Seyfried, M., & Pohlenz, P. (2018). Assessing quality assurance in higher education: Quality managers’ perceptions of effectiveness. European Journal of Higher Education, 8(3), 258-271. https://doi.org/10.1080/21568235.2018.1474777
Переклад і транслітерація
Hryvko, A., & Vashchenko, L. (2021). Potochne ta formuvalne otsiniuvannia v bazovii ta starshii profilnii shkoli [Current and formative assessment in basic and senior profile school]. Ukrainskyi Pedahohichnyi zhurnal, (2), 72–83. https://doi.org/10.32405/2411-1317-2021-2-72-83 . [in Ukrainian].
Luzan, P. H., Kalenskyi, A. A., Pashchenko, T. M., Mosia, I. A., & Yamkovyi, O. Yu. (2021a). Metodychni osnovy otsiniuvannia yakosti pidhotovky fakhivtsiv u zakladakh fakhovoi peredvyshchoi osvity: metodychnyi posibnyk [Methodological foundations of quality assessment of specialists' training in institutions of professional pre-higher education: methodological guide]. Zhytomyr: Polissia. [in Ukrainian].
Luzan, P. H., Lapa, O. V., Kalenskyi, A. A., Pashchenko, T. M., Mosia, I. A., Vanina, N. M., Ostapenko, A. V., Yamkovyi, O. Yu., & Kurok, R. (2024). Metodychni zasady otsiniuvannia yakosti pidhotovky fakhivtsiv u zakladakh fakhovoi peredvyshchoi osvity: monohrafiia [Methodological principles of quality assessment of specialists' training in institutions of professional pre-higher education: monograph]. Innovatsiina profesiina osvita, 8(21). IPO NAPN Ukrainy, Kyiv. [in Ukrainian].
Luzan, P. H. (2024). Vprovadzhennia rezultativ prykladnoho naukovoho doslidzhennia "Metodychni zasady otsiniuvannia yakosti pidhotovky fakhivtsiv u zakladakh fakhovoi peredvyshchoi osvity": Naukovyi dopovid na zasidanni vchenoi rady Instytutu profesiinoi osvity NAPN Ukrainy, 18 bereznia 2024 r. Visnyk Natsionalnoi akademii pedahohichnykh nauk Ukrainy, 6(1), 1-11. https://doi.org/10.37472/v.naes.2024.6144 . [in Ukrainian].
Luzan, P. H., Titova, O. A., Mosia, I. A., & Pashchenko T. M. (2021b). Metodyka otsiniuvannia yakosti pidhotovky fakhivtsiv u zakladakh fakhovoi peredvyshchoi osvity [Methodology for assessing the quality of training of specialists in institutions of professional pre-higher education]. Profesiina pedahohika, 1(22), 169-184. https://doi.org/10.32835/2707-3092.2021.22.169-184. [in Ukrainian].
Nahlyi, D. (2024). Metodolohichni aspekty otsiniuvannia yakosti profesiinoi pidhotovky fakhivtsiv v ekonomichnykh koledzhakh [Methodological aspects of assessing the quality of professional training of specialists in economic colleges]. Pedahohichni nauky: teoriia, istoriia, innovatsiini tekhnolohii, 4 (138), 84–96. Sumskyi derzhavnyi pedahohichnyi universytet imeni A. S. Makarenka. https://doi.org/10.24139/2312‐5993/2024.04/084‐096 . [in Ukrainian].
Arieli-Attali, M., Ward, S., Thomas, J., Deonovic, B., & Davier, A. A. (2019). The expanded evidence-centered design (e-ECD) for learning and assessment systems: A framework for incorporating learning goals and processes within assessment design. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2019.00853 , [in English].
Baartman, L. K. J. (2008). Assessing the assessment: Development and use of quality criteria for Competence Assessment Programmes. Dissertation for obtaining the degree of doctor at Utrecht University under the authority of the rector magnificus, prof. Dr. J.C. Stew. Supported by the Netherlands Organisation for Scientific Research (project no. PROO 411‐02‐363), [in English].
Broadfoot, P., Daugherty, R., Gardner, J., Harlen, W., James, M., & Stobart, G. (2002). Assessment for learning: 10 principles. Research-based principles to guide classroom practice. Assessment Reform Group, [in English].
Darling-Hammond, L., & Wentworth, L. (2010). Benchmarking Learning Systems: Student Performance Assessment in International Context. Stanford, CA: Stanford University, Stanford Center for Opportunity Policy in Education, [in English].
Double, K. S., McGrane, J. A., & Hopfenbeck, T. N. (2020). The impact of peer assessment on academic performance: A meta-analysis of control group studies. Educational Psychology Review, 32, 481–509. https://doi.org/10.1007/s10648-019-09510-3 , [in English].
Frontiers in Psychology. (2019). Advancements in Technology-Based Assessment: Emerging Item Formats, Test Designs, and Data Sources. Retrieved from https://www.frontiersin.org/research-topics/7841/advancements-in-technology-based-assessment-emerging-item-formats-test-designs-and-data-sources , [in English].
Fyfe, E. R., & Rittle-Johnson, B. (2016). Feedback both helps and hinders learning: The causal role of prior knowledge. Journal of Educational Psychology, 108(1), 82–97. https://doi.org/10.1037/edu0000053, [in English].
Michelle, R., Mislevy, M. J., & Corrigan, S. (2015). Evidence-centered design. In Handbook of Test Development (pp. 3-). Abingdon: Routledge. https://doi.org/10.4324/9780203102961.ch3 , [in English].
OECD. (2022). The importance of human capital for economic outcomes. Retrieved from https://one.oecd.org/document/EDU/EDPC%282022%292/en/pdf , [in English].
Partanen, L. (2020). How student-centred teaching in quantum chemistry affects students’ experiences of learning and motivation – a self-determination theory perspective. Chemistry Education Research and Practice, 21, 79-94. https://doi.org/10.1039/C9RP00036D , [in English].
Reinholz, D. (2016). The assessment cycle: A model for learning through peer assessment. Assessment & Evaluation in Higher Education, 41(2), 301-315. https://doi.org/10.1080/02602938.2015.1008982, [in English].
Seyfried, M., & Pohlenz, P. (2018). Assessing quality assurance in higher education: Quality managers’ perceptions of effectiveness. European Journal of Higher Education, 8(3), 258-271. https://doi.org/10.1080/21568235.2018.1474777 , [in English].