UDC 378-044.3-052
https://doi.org/10.20339/AM.04-23.054
Oleg V. Grigorash, Dr. Sci. (Engineering) & Dr. Sci. (Pedagogy), Professor, Head of the department at Kuban State Agrarian University named after I.T. Trubilin, Krasnodar, e-mail: grigorasch61@mail.ru
Tatyana V. Petrenko, Cand. Sci. (Psychology), Docent, Head of the department at Kuban State Agrarian University named after I.T. Trubilin, Krasnodar, e-mail: tan_dem@list.ru
Nikolai A. Baguta, Senior lecturer at Novocherkassk Engineering and Reclamation Institute named after A.K. Kortunov – branch, Don State Agrarian University, e-mail: n.baguta@mail.ru
Antonina L. Fedorenko, Deputy Director for Educational Work at MBOU Secondary school No. 78, Krasnodar, e-mail: toshiba_tonya@mail.ru
The content of multi-criteria student assessment methodology is discussed, including several evaluation indicators — average learning score, test score and final grade received at the exam or pass-fail assessment. In addition, it is proposed to evaluate the quality of group training taking into account the pedagogical qualifications of the teachers who conducted the classes. The method allows you to improve the objectivity of current training quality assessment, as well as to reveal shortcomings of the educational process and on this basis to develop organizational and methodical measures aimed at improving the quality of the organization of students. The methodology is applicable to both higher and secondary educational institutions.
Keywords: quality of education, quality of current training, evaluation criteria and indicators, multi-criteria evaluation system, point-rating system, pedagogical qualification.
References
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