THE DESIGN CONTEXT OF THE TASK TO ASSESS THE ACHIEVEMENT OF EDUCATIONAL OUTCOMES
Abstract
In the present article the author's approach to the design of assessment tools for example, the development context of the task as a form of assessing learning outcomes on the discipline "Basics of medical knowledge". Formulated educational objectives that can be addressed with the context task, and the specifics of the use of contextual problems from the standpoint of designing the means to evaluate educational outcomes. The basic stages of designing assessment tools, determined the form of their submission, define the content of the three components of such forms: organizational, methodological, and substantive criteria and assessment. Included indicators and evaluation criteria based on the use of the contextual tasks: completeness and correctness of the solution, the degree of validity of key aspects of the decision (the reasoning is the method of solving the problem), the degree of compliance with the sequence of solution steps.
About the Authors
E. N. Perevoshikova
Minin Nizhny Novgorod Statе Pedagogical University
Russian Federation
doctor of pedagogical sciences, professor, Dean of the Department of Sciences, Mathematics and Computing
Russian Federation
doctor of pedagogical sciences, professor, Dean of the Department of Sciences, Mathematics and Computing
A. A. Lekomtseva
Nizhny Novgorod Institute of education development
Russian Federation
candidate of biological Sciences, associate Professor of the Department of theory and methods of teaching physical education and basics of life safety
Russian Federation
candidate of biological Sciences, associate Professor of the Department of theory and methods of teaching physical education and basics of life safety
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