Abstract:

The concept of learning efficiency is inextricably linked with the concept of quality, which is defined by a set of properties that contribute to meeting the educational needs of a person and comply with public interests. To assess the knowledge, skills, and abilities acquired within an academic discipline in a higher educational institution, teaching staff members use assessment tools to monitor student’s achieved level of competencies stated in the working program of an academic discipline. A continuous assessment evaluates student academic progress throughout a given course; an interim assessment takes place upon completion of a discipline of study and appears in the form of a pass-fail examination and/or graded examination according to the curriculum.

The article analyzes the possibilities of improving the efficiency and objectivity of knowledge assessment through the example of teaching physics to students majoring in engineering and technical areas of university training. The authors consider it to be a controversial issue to assess the quality of student’s knowledge based only on the results of an interim assessment. The assessment results may be negatively affected even by student's psycho-emotional state during an exam. It is necessary to take into account students’ performance during a semester, motivating them to work systematically throughout a course of study. In this case, the final grade in the academic discipline will consist of several components: student’s performance during a semester, his/her systematic studies, and the level of knowledge demonstrated during a pass-fail or graded examination.

The authors suggest the following ways to improve the objectivity of knowledge assessment when students perform various types of activities: monitoring students’ work; improving the fund of assessment tools for measuring students’ learning outcomes; developing individual learning paths; using modern innovative educational technologies.

To organize the educational process, the authors have developed and use distance learning courses created on Blackboard e-learning platform. Course-embedded assessment is conducted through the assessment center taking into account the type and number of training assignments performed by students. Grades/points are given in accordance with the assessment criteria developed by the authors. A grade submission form allows the teacher to quickly monitor students’ academic progress and allows a student to monitor their grades in real time, which ensures transparency and clarity of the assessment system for students.

The technology of point-rating assessment that we use stimulates the organization of systematic students’ work and allows for a comprehensive assessment of students' achievements when they perform all types of in-class and out-of-class activities. E-learning opportunities make it possible to organize and monitor students’ out-of-class work.

The effectiveness of the proposed methods for improving the objectivity of students' knowledge assessment is confirmed by the results of knowledge assessment testing and student survey data upon completion of the course. This indicates that the proposed comprehensive approach to students' knowledge assessment has a positive effect on achieving educational results, increasing motivation, stimulating learning, and helping first- and second year undergraduate students adapt to their studies.

Keywords:

Assessment of student learning, individual learning paths, e-learning, technology of point-rating assessment.