ORGANIZATIONAL FEATURES OF SUPPORTING PROCEDURES FOR ASSESSING THE LEARNING QUALITY IN A PEDAGOGICAL UNIVERSITY

Abstract

Verification of the quality of vocational training of graduates of pedagogical universities based on existing and developing professional standards is one of the urgent tasks of modernizing Russian education. Most modern pedagogical research focuses on the search for new methods and technologies of assessment, as well as the study of problems that arise in the process of introducing innovative solutions. At the same time, authors often operate with ideal models of subjects of the educational process (which are students, teachers, university administration, higher organizations and founders, employers and even parents), leaving behind a whole range of problems of a financial, economic, psychological and managerial nature. As a result, effective methodological and technological developments of tools for assessing learning outcomes are not only not widely used, but also “emasculated”, formalized, and perceived by participants in the educational process as a source of redundant and meaningless workflow. This article attempts to conduct a comprehensive study of the conditions under which it is proposed to modernize the assessment system; explicit and implicit requirements to this system are identified by various subjects of the educational process, the role of the electronic educational environment of a pedagogical university in the organization and support of assessment procedures is identified. It is proved that the closed EES of a pedagogical university is not able to fully solve the task and its double integration is necessary: with institutions of general and secondary vocational education on the one hand, and with other universities of the industry within Russia and the Eurasian Economic Union. The first direction of integration will guarantee the relevance of pedagogical and methodological training of the future teacher, as well as a source of real cases in the field of professional activity. The second direction will help to form a unified methodological, expert community of teachers, to ensure both the exchange of experience and the creation of a single vast database of assessment materials that have passed the real procedure of expert assessment and approbation. This approach will allow not only to comply with regulatory requirements, but also to ensure the objectivity, accessibility and understandability of assessment procedures