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- METHODOLOGY OF MULTI-CRITERIAL EVALUATION OF STUDENTS’ ACHIEVEMENTS
| Zh. Nurbekova
1 , A. Pina 2 , N. Tokzhigitova 3 1 professor, L. N. Gumilyov Eurasian National University, Astana, 010000, Republic of Kazakhstan; 2 PhD, professor, Public University of Navarra, Pamplona, Spain 3 doctoral student, L. N. Gumilyov Eurasian National University, Astana, 010000, Republic of Kazakhstan e-mail: 3 Nurgul287@mail.ru METHODOLOGY OF MULTI-CRITERIAL EVALUATION OF STUDENTS’ ACHIEVEMENTS The research aim is to determine the criteria of quality programming via detection of teaching principles and control, appropriate to the multi- criteria evaluation of teaching results. The research methodology is based on the results of implementation of steadiness principles, objectiveness, personality and comprehensiveness, project-making and resource in the process of studying materials preparations and defining methods of visual programming teaching; on the experience of arrangement of assessment of students’ learning achievement on visual programming made on the basis of principles of awareness and unity of forming and constant assessment, making criteria, descriptiveness. We have formed the following criteria for quality visual programming teaching: 1) Base knowledge formation keeping consistency in the monotonous ties with new knowledge; 2) Simplicity of teaching and control materials 3) Teaching visualization through creating the educational resources by students themselves; 4) Ability creation for quick adaptation to the alteration of the subject field; 5) Stability of teaching results for the whole life. Practical implications of the key results in teaching can be adequately evaluated with the help of multi-criteria assessment which let consider the changing occurred in students themselves. Educational process is arranged in the form of project research. These projects are taken from the real life and should solve actual problems; we have also modeled the conditions to solve potential professional tasks with the help of realization of any personal 260 261 Вестник ПГУ, ISSN 1811-1831 Серия Педагогическая № 1. 2018 ПМУ Хабаршысы, ISSN 1811-1831 Педагогикалық сериясы № 1. 2018 or team project. At every stage of control and assessment students show their studying results through the projects students worked-out. In addition, these projects must differ with originality and novelty. The authors confirm the originality of the gained results. An approach to use the method of multi-criteria control of students’ achievements on visual programming was formulated at first in the control period. Keywords: visual programming learning achievements, the criterion of quality education, multi-criterial assessment principles, principles of learning and control processes. INTRODUCTION We can get a qualified education in case if a student obtains a particular volume and level of knowledge and has skills of implementation of this knowledge on practice, for self-searching and analysis of information and the skills of making responsible decision himself. Training IT-specialists is rather actual as while a student is studying at University IT-industry is changing as well transferring into a new stage, when languages are altering, the programming environment and technological process programming are up-to-dated. The significant aspect of programming teaching, especially virtual programming is being a system intellectual activity programming influences development of cognitive abilities of students. Maturity of key results in teaching can be adequate evaluated with the help of an effective and productive methodology which lets consider alterations happening to students by means of multi-criteria evaluation. MAIN PART As we know, «Multi-criteria evaluation of students’ learning achievements is process based on the comparison of students’ learning achievements with the criteria which must be clearly defined, made in teams familiar to each participant of the process. These criteria must be consistent with the objectives and content if education and contribute the formation of key and special competences of students within a particular educational program» [1]. In order to apply multi-criteria evaluation of studying achievements effectively it is necessary to conduct research in the subject field of each discipline [2]: 1) structure the teaching material on the basis of competence model for training specialists; 2) define methods and means of control and evaluation of students’ learning achievements; 3) compare criteria of mastering in each studying material in the limit of evaluation forms; 4) reckon in an weight part of criteria for mastering students’ achievements in every control method (by defining the function of utility on each criterion); 5) check some conditions to determine the type of common utility function; 6) construct dependence between the alternative assessment on the criteria and common alternative quality (multi-criteria function of utility); 7) value all available alternatives and choose the best. In the terms of Kazakhstan higher education, the process of evaluation is divided into: – current control (during theoretical and practical teaching); – rating control; (at the completion of a particular part of the course); – overall control (at in the completion of the whole course) and an overall attestation (at the graduation of University) [3]. We offer the implementation of the experience of multi-criteria evaluation in the teaching process including the process of control and assessment of students’ leaning achievements. жүктеу/скачать 3.75 Mb. Достарыңызбен бөлісу:
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