Criteria Evaluation in the Formation of Student Competencies

Koshanova Gulyash; Mamayeva Venera; Kulzhagarova Bazarkul; Shuakbayeva Rakhat; Saparbayeva Sholpan

doi:10.6000/2292-2598.2018.06.03.11

Authors

Koshanova Gulyash Department of Pedagogical Sciences, Caspian State University of Technology and Engineering Sh. Essenov, Kazakhstan
Mamayeva Venera Department of Pedagogical Sciences, Caspian State University of Technology and Engineering Sh. Essenov, Kazakhstan
Kulzhagarova Bazarkul Department of Physical and Mathematical Sciences, Caspian State University of Technology and Engineering Sh. Essenov, Kazakhstan
Shuakbayeva Rakhat Caspian State University of Technology and Engineering Sh. Essenov, Kazakhstan
Saparbayeva Sholpan Caspian State University of Technology and Engineering Sh. Essenov, Kazakhstan

DOI:

https://doi.org/10.6000/2292-2598.2018.06.03.11

Keywords:

Education, criteria, assessment, technology, competence, formation, model.

Abstract

Pedagogical education in Kazakhstan has reached a new level of development. Changes occurring in the value, target, functional and other spheres of modern education require adequate identification and scientific and pedagogical comprehension. The essence of these changes, affecting both individual national structures and the world community as a whole, can be designated by the term ‘integration’. Confrontation is replaced by an association that implies a complex interaction between interests of individual subjects of integration and requires a qualitatively new level of management and regulation of such interactions. The dynamics of change in various areas determines the shifts in the geopolitical, economic, social and other conditions of human activity.

The objective of this article was to examine evaluation of training in higher education as an integral part of teacher daily work. A questionnaire was administered to a group of teachers, who responded to several items related to these six dimensions: discipline, characteristics of the course, evaluation tools, evaluation practices, communication between teacher and student, and involvement of teachers in improving learning assessment.

References

Blais JG, Laurier M, Van der Maren JM, Gervais C, Lévesque M. Pour un enseignement efficace: l’approche par competences. Abderrahim Harouchi.

Pelletier G. L’évaluation des apprentissages à l’université de Montréal et dans ses écoles affiliées. Montréal groupe de Recherche Interdisciplinaire en Pédagogie Universitaire 1997.

Gilles J-L, Detroz P, Blais J-G. An international online survey of the practices and perceptions of education professors with respect to the assessment of learning in the classroom. Assessment and Evaluation in Higher Education 2011; 36(6): 719-733. https://doi.org/10.1080/02602938.2010.484880 DOI: https://doi.org/10.1080/02602938.2010.484880

Romainville M. l’évaluation des acquis des étudiants dans l’enseignement universitaire 2002.

Feuerstein R. Dynamic assessment of retarded performers: The learning potential, assessment device, theory, instruments and techniques. Baltimore: University Park Press Publishing 1979.

El Melhaoui S, Kaaouachi A, Ouafae B. les déterminants des pratiques d’évaluation des apprentissages à l’université Mohammed Premier, colloque national L’enseignement supérieur au Maroc: quel enseignement pour quelle efficacité? Rabat 12 décembre 2012.

Haywood CH. Dynamic assessment in practice: Clinical and educational applications. Cambridge University Press 2006. DOI: https://doi.org/10.1017/CBO9780511607516

Birzea C. Educational reform and power struggles in Romania. Journal of Education 1996; 31. Brian K., 2005.