RU2647249C2 - Method for conrolling educational process on basis of student competence evaluation - Google Patents

Abstract

FIELD: information technology.

SUBSTANCE: method refers to information technologies used to control the educational process on the basis of continuous ongoing evaluation of knowledge, skills and abilities for each of the student competencies, and can be used in educational institutions to bring the student competencies in line with the requirements of federal state educational standards. Signals proportional to the evaluation of student competencies are generated and compared with the threshold defined by the tasks of the evaluation means fund, the number of signals exceeding the threshold level is calculated, then the median values of the signals are determined, the control signals are adjusted proportionally to the quantity and the median values of the signals exceeding the threshold level.

EFFECT: increase in the number of students who have acquired the necessary competencies at a given time interval, and the growth in the formed level of knowledge, skills and abilities of the students.

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Description

The method relates to the field of information technology used in the educational process to bring the competencies of students in accordance with the requirements of the federal state educational standard (GEF).

The essence of the technical solution lies in the systematic adjustment of the educational process based on a continuous ongoing assessment of the knowledge, skills of students in each of the competencies of the educational program. The adjustment of the educational process is expressed in the processing of educational and methodological support for the modules of the educational program and the redistribution of educational resources.

The learning system described in [3] is known from the prior art, with the ability to control the user’s assimilation of training material in the learning process by means of a testing device with the possibility of exposure to the user in case of an incorrect response by an electric current discharge.

The method implemented by this training system is difficult to recommend for the mass formation of competencies.

The concept and methodology of managing the development of the educational process for the preparation of competent graduates by means of a network information system is known, formalizing the development of the educational process and the process of formation of competencies among graduates presented in [1].

The disadvantages of this approach include the lack of a tool for the operational correction of the educational process according to the learning outcomes, which reduces its effectiveness.

The closest in type of problem to be solved and in technical essence to the declared one is the method implemented by the automated system for testing and teaching students in accordance with the curriculum described in [2] and selected as a prototype. The method includes the analysis of statistical information of the test results, the formation of control and analytical information that takes into account the results of the analysis.

The prototype declares an increase in the effectiveness of training and testing due to the implementation of feedback from the results of educational activities to the formation of a database of examination and educational material. Quantitative assessments of the results of educational activities are not formalized; there is no analysis of deviations in the level of competencies on many signs of their detailing. These circumstances make it difficult to compare the results of the feedback for various options for the formation of a database of examination and training material. The described approach does not implement the requirements of the Federal State Educational Standard for the results of mastering the main educational program by forming competencies among students.

The possibility of using the specified testing system and additional training for the employees of the enterprise to organize primary, secondary and higher education, noted by the prototype authors in 2008, is currently in conflict with the provisions of the Federal State Educational Standard.

The main objective of the educational process is to bring the competencies of students in accordance with the requirements of the Federal State Educational Standard. The degree of effectiveness of the management of the educational process (the quality of the solution to the main problem) can be judged by the number of students who have mastered the competencies (completeness of coverage), and the level of competencies formed among students for standard time.

The set of absolute and relative indicators for evaluating the effectiveness of the educational process management system constitutes a set of functions that depend on time and a given set of students.

In general terms, the relative integral assessment: the integral coefficient of the effectiveness of the management of the educational process K _{eu the} set of students is expressed by the formula

where N is the total number of learners of a given set,

K - the total number of competencies,

δ _ij (t) = 1,

if j competency must be mastered by the learner,

δ _ij (t) = 0,

if j competency must be mastered by the trainee later,

З _ij = 1 for a non-negative value of deviations in the level of knowledge from the reference level formulated by the tasks of the fund of estimated funds (FSF),

3 _ij = 0 otherwise,

At _ij = 1 for a non-negative value of deviations in the level of skills from the reference level formulated by the tasks of the FSF,

_Ij = 0 otherwise,

N _ij - 1 for the non-negative value of deviations in the level of skills from the reference level formulated by the tasks of the FSF,

H _ij = 0 otherwise.

A decrease in the current value of the coefficient K _eu (t) is the basis for making managerial decisions to finalize the educational and methodological support of the modules, the rational distribution of educational resources, and a change in the teaching methodology.

The levels of students' competencies are expressed by grades in the order scale, which is distinguished by fundamental non-linearity. The documents of the State system for ensuring the uniformity of measurements recommend in such cases, as an integral assessment, to use the median or the mode of the set of private estimates, but not their arithmetic average. We introduce the variables:

отклонению в уровне знаний от эталонного уровня, сформулированного заданиями ФОС (для положительного значения),

deviation in the level of knowledge from the reference level formulated by the tasks of the FSF (for a positive value),

в противном случае,

otherwise,

отклонению в уровне умений от эталонного уровня, сформулированного заданиями ФОС (для положительного значения),

deviation in the level of skills from the reference level formulated by the tasks of the FSF (for a positive value),

в противном случае,

otherwise,

отклонению в уровне навыков от эталонного уровня, сформулированного заданиями ФОС (для положительного значения),

deviation in the level of skills from the reference level formulated by the tasks of the FSF (for a positive value),

в противном случае.

otherwise.

Previously introduced:

N is the total number of learners of a given set,

K - the total number of competencies,

δ _ij (t) = 1,

if j competency must be mastered by the learner,

δ _ij (t) = 0,

if j competency should be mastered by the trainee later.

As additional integral indicators for assessing current levels of knowledge, abilities and skills are used medians of works:

Analysis of the dynamics of changes in these indicators allows us to systematically improve the educational process.

In other words, the management of the educational process on the basis of decomposition and generalization of the assessment of the formed competencies of students allows us to evaluate the current level of each competency of each student and create conditions conducive to further increase the level of students' competencies.

The technical result is an increase in the number of students who have acquired the necessary competencies for a given time interval, and the growth of the formed level of knowledge, skills of students. Moreover, the solution to the problem of increasing the level of knowledge, skills and abilities of students with respect to the normatively specified level is based on fulfilling the requirements of the Federal State Educational Standard for the results of mastering basic educational programs.

The technical result is achieved through the formation of signals proportional to the quantitative characteristics of the results of mastering the educational program (the number and median values of signals that exceed the threshold level) obtained on the basis of assessing students' competencies, as well as using the generated signals to improve the forms of use of educational resources in accordance with the modular structure and taking into account the construction of relationships between modules and competencies of the educational program. The indicated activity for coordinating the work of individual subsystems of the educational process management system is aimed at achieving a synergistic effect and can be formalized on the basis of the theory of system analysis. One of the implemented approaches to solving this problem is a morphological analysis and a comparative assessment of the options for acquiring specific competencies in the process of mastering an educational program based on enumerating combinations of educational resources and educational technologies. Thus, a systematic search for ways to improve the organization of the educational process is implemented.

This circumstance distinguishes the proposed technical solution from the closest analogue, where there is no control over the level of formed competencies and the mechanism for managing the educational process based on systematic control of the results of mastering the educational program using a modular approach to the formation of competencies. The proposed technical solution has an inventive step, since it does not explicitly follow from published scientific data and known technical solutions that the claimed sequence of operations of the method leads to an increase in the number of trainees who have acquired the necessary competencies at a given time interval, and to an increase in the level of knowledge, skills and abilities formed. trainees.

The modular construction of educational programs allows ongoing monitoring of the processes of formation of competencies of students and, if necessary, creates additional opportunities for students who, for personal reasons, did not form a set of necessary competencies.

Moreover, it is planned not to be limited to the formation of competencies of students in the process of mastering subject areas of knowledge, but to switch to systematic monitoring of the level of formed competencies determined by the Federal State Educational Standard. At the heart of monitoring, it is necessary to use the main criterion for mastering competencies: the student can demonstrate the ability to apply the acquired knowledge, skills to professional activities. The implementation of the logical-analytical and other types of tasks of the FSF testifies to its readiness for independent work and the adoption of practical decisions.

The causal relationship between the features of the formula and the technical result is confirmed by the use of assessment funds, built on a modular basis, to assess the competencies of students in all forms of training of the applicant University, including using distance learning technologies. This fact demonstrates the possibility of achieving a technical result.

In the learning process, interactive forms of training are widely used (seminars, trainings, master classes, round tables). The indicated approach involves the expansion of the forms of consulting activities of teachers, as well as the stimulation of practical, social and scientific activities of students. In addition, the volume of training materials that the student learns independently is increasing.

Sources of information on the actual manifestations of competencies are working with funds of assessment tools of a special structure that differ in the type of tasks, as well as questionnaires that are regularly filled out in electronic form by all participants in the educational process. Evaluation tools include three types of tasks that allow you to separately assess the levels of knowledge, skills and abilities of students. The results and dynamics of the formation of competencies are analyzed using a data bank of the results of fulfilling the tasks of the FSF and the results of the survey. Special measures have been taken to prevent data loss or corruption, as well as unauthorized access to data. At the same time, the system is transparent for students: everyone can see their flaws and use recommendations for their elimination.

The educational institution has the opportunity to offer various ways to increase the level of necessary competencies of students. One of them is due to the intersection of the capabilities of teachers of various educational disciplines in the formation of competencies. Teachers use various teaching methods, which, in turn, involve the involvement of various educational resources from the educational institution and the various costs of time and effort from the students. A multicriteria problem arises of choosing an acceptable solution, which can be formalized on the basis of the apparatus of fuzzy sets. In practice, the current possibilities of participants in the selection process to attract additional resources are limited by the number of possible options. Selection criterion: ensuring the requirements of GEF on the basis of available resources with minimal costs.

The educational process management system implementing the educational process management method shown in FIG. 1, is an information-analytical system. The system includes a control unit 1, a unit for the distribution of educational resources 2, a control unit 3, a unit for monitoring the course of the educational process 4. The processes of accumulation of knowledge, skills and abilities by students in the course of the educational process are displayed in gray.

The division of the system into blocks is implemented according to the functional principle. The need for spacing blocks in space can arise only from organizational considerations: creating storage media for information carriers in the immediate vicinity of their places of use, wide availability of input or display devices, etc. It is possible to implement the above blocks in the form of a computing cluster with deterministic functions of its nodes. However, it is possible to use cheaper hardware solutions. All necessary calculations can be performed by controllers or even simpler components of electronic equipment. Communication channels of the local network between the system units are implemented on the basis of simple and reliable standard interfaces. Depending on the organizational decision on a compact or distributed placement of system blocks, the type of the specified interface is selected. Here you can specify UART (USART), implemented at the physical level in the form of RS-232 or RS-485, I2C, CAN.

The control unit 1 is executed on the basis of a reader from machine media for reading control codes, a logical device implemented on the basis of the controller for adjusting control codes according to the results of monitoring the educational process from block 4. The controller also supports receiving and transmitting data over a local network.

The distribution block of educational resources 2 solves the classical task of operations research - the transport problem, the solution of which by the simplex method reduces to a finite amount of calculations and can be implemented on a general-purpose controller with the required memory size. The controller manages a storage device that stores information about available resources and their consumers, and also supports the reception and transmission of data over a local network.

The control unit 3, the internal structure of which is shown in FIG. 2, in turn, includes:

- block 3A of the current knowledge control within the competence,

- block 3B analysis of deviations in the level of knowledge from the reference level formulated by the tasks of FOS,

- block 3B of the current control of skills within the competence,

- block 3G analysis of deviations in the level of skills from the reference level, formulated by the tasks of the FSF,

- block 3D of current control of skills within the competence,

- block 3E analysis of deviations in the level of skills from the reference level formulated by the tasks of the FSF,

- block 3G of the formation of an assessment of the level of competence based on the results of intermediate certification,

- block 3I storage and display of control results,

- block 3K storage funds assessment funds.

Blocks 3A, 3B and 3D, implemented on the basis of a multichannel controller with tuning factors, highlight in the encoded input data the information on the acquisition by students of a specific level of knowledge, skills and abilities within the framework of competencies.

Blocks 3B, 3G and 3E on the basis of comparison schemes analyze deviations in the level of knowledge, abilities and skills from the reference level formulated by the tasks of the FSF, which makes it possible to assess the integrity of the generated competencies.

Block 3Ж converts the codes of the results of intermediate certification into assessments of the level of competence using a decoder.

Block 3I includes a memory device with protection against unauthorized access. The unit also contains a backup device to removable non-volatile media, such as Flash memory.

Block 3K includes a reader, which allows you to read information from write-protected digital media long-term storage such as optical discs (CD, DVD).

The listed components of block 3 operate under the control of a controller. The controller also supports displaying data, receiving and transmitting data over a local network.

The results of the work of block 3 are transmitted to block 4 in the form of encoded data on the actual use of educational resources and the acquisition by students of a specific level of knowledge, skills and abilities. The results of the work of block 3 are also available for display and familiarization with students and teachers.

The storage device of block 4 accumulates information about the actual implementation of the curriculum by all participants in the educational process and generates integral estimates according to the correspondence tables of block 3: feedback signals proportional to the number and median values of signals that exceed the threshold level. These results are transferred to block 1 and are used to adapt and develop educational and methodological support for the modules of the educational program based on the accumulated data on the results of various options for using educational resources in relation to the level of acquired competencies.

Block 4 is implemented on the basis of the controller and the storage device. The controller also supports receiving and transmitting data over the local network.

The system does not require the introduction of special control circuits and synchronization of the blocks. As the results of the work of individual blocks are ready, the results are transmitted further. The arrival of a full set of input data initializes the start of the next block. Known hardware and software that can be used to implement the proposed technical solution confirm the applicability of the proposed technical solution.

Consider the work of the educational process management system.

The educational process management unit 1 receives input and guidance documents encoded by the input operator, which it transforms into the source data of the operational planning task for the educational resources distribution unit 2 in the form of a set of adjusted control codes that reflect the accumulated results of the educational process management from unit 4. Thus, the unit 1 forms a set of educational trajectories: sets of modules corresponding to credit units (ZET) and given sets of competencies of the Federal State Educational Standard. The result of the operation of block 1 is a data file on the educational and methodological support of the modules for a given period of time: a summary table that brings the set of symbols of the modules, competencies, and development criteria into compliance with the requirements of the Federal State Educational Standard. Block 1 also performs information functions: it provides information on the structure and composition of the educational and methodological support of modules (theoretical sections, webinars, case studies, laboratory complexes, etc.), as well as information on current tasks within the framework of the formed educational trajectory. This information is encoded to control unit 3.

Block 2 of the distribution of educational resources forms a schedule table that includes data on the time, place, duration and focus of classes, as well as attracted resources. So, in particular, training methods, used information resources and laboratory equipment are set. The basis for scheduling tables are, respectively, the teaching and methodological support of the modules of the educational program, a database of students, teachers and educational resources.

Based on the results of the work of block 2, participants in the educational process receive information about educational resources that they can use, and control unit 3 receives information about the resources and methods planned for use to acquire specific competencies.

Block 3 receives the tables of blocks 1 and 2, as well as evaluation information that allows you to control the current level of knowledge, skills of students. Due to the fact that the same information can be useful for generating estimates in each of the three parallel circuits of the internal structure of block 3, the input information does not pass pre-selection. It is important for the participants of the educational process to know not only the achieved level of competencies, but also the dynamics of its formation, the dependence of the growth of competencies on the teaching methodology, structure and content of educational resources. The result of the work of block 3 is a data bank of the results of fulfilling the FSF tasks and the results of the questionnaire, the results of the analysis of the dynamics of changes in the assessments of competency components and, finally, the table of correspondence of the achieved levels of knowledge, skills of students with reference values.

The quantitative results of monitoring the implementation of the planned actions from block 3 and the degree of participation of each student in the educational process are recorded in block 4 monitoring the progress of the educational process. Here a comparison of the used options for the distribution of educational resources and the results of the development of competencies takes place. The final monitoring results are transmitted to control unit 1 and are used to adjust the course of the educational process as a whole or for individual groups of students by changing the composition and content of the educational and methodological support of the modules of the educational program.

Sources of information taken into account

1. Lisitsyna L.S. The concept and methodology of managing the development of the educational process for the preparation of competent graduates by means of a network information system. The dissertation for the degree of Doctor of Technical Sciences, St. Petersburg, 2008

2. Patent No.: 85720 dated 08/10/2009. Automated testing and training system.

3. Patent No.: 133645 dated 10/20/2013. Education system.

4. Broadunov A.N., Rudenko Yu.S. Creation of funds for assessment tools in academic discipline as a condition for a competency-based model of learning. The world of education is education in the world. 2014. No2. S. 140-148.

5. Bykov A.K., Rudenko Yu.S. Competency-based approach in the research work of undergraduates. Educational resources and technology. 2013. No1 (2). S. 04-11.

6. Rudenko Yu.S. On the problems of implementing the competency-based approach in higher education. Educational resources and technology. 2012. No1 (1). S. 4-8.

Claims (7)

A method of managing the educational process on the basis of assessing the competencies of students, including the formation of control signals, signals for the selection and distribution of educational resources, signals for the result of monitoring the progress of the educational process, characterized in that in order to increase the number of students who have acquired the necessary competencies in a given time interval, and the growth of the formed level of knowledge, skills of students, signals are generated that are proportional to the assessment of students' competencies, the generated signals are compared with the threshold determined by the tasks of the fund of estimated assets (FOS), counts the number of signals that exceed the threshold level, the median values of signals exceeding the threshold level are determined, control signals are adjusted in proportion to the number and median values of signals that exceed the threshold level.

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