UDC 378:303
https://doi.org/10.20339/AM.03-20.007
N.S. Danakin is Dr.Sci. (Sociology), рrof. at Belgorod State Technological University n.a. V.G. Shukhov e-mail: synergy7@mail.ru; and V.V. Shkilev is Cand.Sci. (Sociology), doc. at Belgorod National Research University e-mail: vitaliy9092@mail.ru
Analyzed is the theme of broad use of rating technologies in university educational system. Actualized are issues of effectiveness of these technologies. The article presents results of a sociological study of these issues. Five criteria of effectiveness were specified, i.e. cognitive, emotional, socio-psychological, motivational, and conative (behavioral). According to results of the year, about two-thirds of surveyed students and teachers know their rating. Perceptions of ratings are usually accompanied by positive or moderate emotional reactions. A third of surveyed teachers noted positive development in changing relationships in the team, and the vast majority of students believes that relationship in study group has not changed due to use of grade rating system. Negative assessments of motivational effect of grade rating system outweigh positive assessments of both teachers and students. At the same time, three quarters of surveyed students said, that they have desire to change something in their studies, based on results of rating assessment.
Key words: grade rating system, rating-technology, rating evaluation, university education, efficiency, criterion, indicator.
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