Modern Evaluation Methods at Various Levels of Education

Introduction. In the field of education, the knowledge-focused paradigm shift to the practice-oriented one updates the problems of measurement of learning outcomes as the former methodical tools are no longer available. Currently, there is no reference system for exact evaluation of the quality of acquisition of training programmes focused on the competency-based concept of education. The criteria and materials for the current, intermediate and total control are quite often developed by the educational organisations of different educational levels independently. Such a situation generates the questions about scientific validity and validity of diagnostic tools, as well as the questions about teachers’ readiness for implementation of control-evaluative activity under new conditions.

The aim of the study was to investigate the characteristics of evaluative methods used by modern teachers to establish the level of formation of students’ competencies at schools, vocational secondary schools and universities.

Methodotogy and research methods. The retrospective theoretical-empirical research was carried out according to I. N. Emelyanova’s typology of evaluative means, according to which the methods of evaluation correspond to the criteria of intellectual or activity-based performance and are subdivided into reproductive, productive, active and interactive. The specific character and dynamics of teachers’ application of didactic control devices of knowledge and skills acquired by students at different levels of education are analysed by means of the systematic prolonged questionnaires (n =50 in 2013; n =89 in 2014; n =351 in 2015; n =612 in 2016/17).

Results and scientific novelty. The general positive tendency for the distribution of active methods to consolidate learning outcomes is observed. The ranking list of popular and unpopular didactic technologies in the differentiated pedagogical environment is drawn up. Elementary school teachers most often use game imitating situations; secondary school teachers and senior-level school teachers use problem situations; teachers of vocational schools mostly apply for organisational and activity games; teachers of higher education institutions prefer to hold discussions. However, along with positive dynamics of active methods application for learning assessment, non-systemic use of such methods is noted as well. Also,

the authors revealed other weak points when organising student achievement verification. Reproductive techniques continue to dominate at all educational levels and interactive methods of diagnostics are unclaimed: 66% of the respondents of this group never applied assessment techniques and means in practice, which, most certainly, is a deterrent to the realisation of practice-focused approach to education. The conclusion is drawn on inadequate readiness of teachers for appropriate determination of students’ successful acquisition of educational programmes and gaps in their preparation on the criteria required by the Federal State Educational Standards (FSES).

Practical significance. The discussion of teachers’ priorities in the choice of tools for the measurement of learning outcomes and identification of the causes of obstacles to the maximum use of resources of modern methods of evaluation contributes to the search of appropriate ways to optimise the system of diagnostics of true education quality.

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