The Use Of Worldskills Russia Methods During Interim Assessment Of Future Teachers

Abstract

The relevance of the study is due to new approaches to the training of qualified teachers taking into account international standards, which require changes in the structure and content of higher and secondary vocational education. The purpose of the study is to use the WorldSkills Russia (WSR) methods during interim assessment as a condition for formation of professional competence of future teachers of Life Safety. In the present work theoretical and empirical methods were used, including analysis of scientific, educational, methodological and regulatory documentation, observation, questioning, pedagogical experiment, comparison. The article describes the experience of carrying out interim assessment of students majoring in Life Safety at the Faculty of Physical Culture and Sports of Vyatka State University using the principles and methods of WSR. Considering the lack of competence in the WSR standards, a set of assessment materials was developed in accordance with the requirements of the WSR methods. Examples of modules and tasks are given. Requirements for equipping the working area of those who are assessed are described. Criteria for assessing the quality of knowledge and professional competences are discussed. The materials of the article may be useful for pedagogical workers, specialists in the field of education.

Keywords: WorldSkills methodsinterim assessmentLife Safety

Introduction

The relevance of the study is due to new approaches to the training of qualified teachers taking into account international standards that require changes in the structure and content of higher and secondary vocational education (Majkova, 2017; Dikova & Mashchenko, 2018).

For a long time, a theoretical exam was the main type of assessment of university students’ competence, which allows to a greater degree to assess knowledge. Today, an objective independent assessment of practical skills required in future professional activities is becoming more and more significant (Elshansky, 2017; Smolina, 2017; Shkabura & Lysikova, 2017; Vinokurova & Makeeva, 2018; Dikova & Mashchenko, 2018).

In this regard, the requirements imposed by modern society for the level of competence of future specialists determine the need to introduce innovative technologies in the educational process. When organizing the educational process from the standpoint of the activity approach, the best is the transition to the methods and technologies of interactive education that best facilitate the formation and development of students’ key general and professional competencies (Morozova et al., 2018). The implementation of the competence-based approach in training future teachers requires not only continuous improvement of the content and forms of vocational training, but also a change in the processes of control and attestation of graduates (Eremina, 2017; Morozova & Kapustin, 2017; Dikova & Mashchenko, 2018).

Development and modernization of educational programs, methods, tools taking into account modern requirements for training of specialists are a priority task of educational institutions of higher and secondary vocational education (Eremina, 2017; Morozova & Kapustin, 2017; Demchenko & Zhukova, 2018).

In accordance with the requirements of Federal State Educational Standards, a graduate must be ready for labor skills even at the training stage. This defines the main content of a project for modernization of pedagogical education, the development of models for future teachers’ training (Rud, 2018). According to the literature, one of the necessary conditions for formation and development of professional competencies of future teachers is the use of practice-oriented learning models (Filippovich, 2016; Mamychenko, 2017). Such methods can serve as a learning model using the resources and experience of innovative sites of WorldSkills (Shkabura & Lysikova, 2017; Vinokurova & Makeeva, 2018).

It should be noted that the WorldSkills movement was organized in order to improve the status of vocational professions. However, the WorldSkills Russia methods and standards are now being actively implemented in the educational process and higher education (Gareev, 2017; Majkova, 2017; Leskova, 2018; Nahodkina, 2018): in 2018, a demo exam on standards WS tested 38 Russian universities, which is twice as much as the figures for 2017 when 17 Russian universities participated (Ufimcev, 2018).

It is shown (Dikova & Mashchenko, 2018; Rud, 2018) that the introduction of the WS methods in the process of training students contributes to development of such personal qualities as individuality, creativity, independence and initiative, the ability to engage in project activities, which are necessary for formation of the professional competence.

Problem Statement

Taking into account the personal experience, as well as the opinion of a number of authors (Gareev, 2017; Majkova, 2017; Vinokurova & Makeeva, 2018; Semenova & Ushanov, 2018; Morozova, Kapustin, Koshkina, Kasyanov, & Bespyatykh, 2018; Yakovleva, Voiteleva, & Krasilova, 2018), it can be confirmed that the use of the system-activity approach in the educational process, the WS methods aimed at developing the necessary professional skills, provide a higher level of qualification of future specialists.

Based on the above, as well as literature data (Pylväs & Nokelainen, 2017; Naumkina, 2018), we believe that the introduction of the WS methods and standards into interim assessment will contribute to development of professional competencies of future teachers.

Research Questions

What is the possibility of using the WSR methods for conducting interim assessment of future teachers? What is the list of modules and tasks in accordance with the principles of WSR and the regulations on interim assessment? What regulatory documents for interim assessment must we develop in accordance with WSR standards? What are the requirements for the equipment of the working area during interim assessment? What are the criteria for assessing professional competencies using the WSR methods? What is the possibility of evaluating the effectiveness of interim assessment (exam) in this format?

Purpose of the Study

The purpose of the study is to evaluate the effectiveness of using the WSR methods when conducting interim assessment as a condition for formation of the professional competence of future teachers.

Research Methods

In the course of the study, theoretical and empirical methods were used. Theoretical methods included the analysis of scientific, educational, methodological and regulatory documentation in order to study current approaches to assess the results of interim assessment and take into account the basic requirements of WorldSkills Russia. The methods of observation, questioning, pedagogical experiment, comparison were used as empirical methods.

The experimental base of the study was the Faculty of Physical Culture and Sports of Vyatka State University. The study involved 24 student teachers specializing in Life Safety and 8 teachers.

Findings

The effectiveness of interim assessment with the use of the WorldSkills Russia methods was assessed by the example of principal disciplines of future teachers of Life Safety who form their professional competencies. The assessment was carried out on the basis of a specialized demonstration room “Life Safety”.

The results of the effectiveness of interim assessment are considered though the example of an academic discipline “Theoretical Foundations of Ensuring the Safety of an Educational Institution. Training Methods”.

Conclusion

Interim assessment helps determine the level of students’ professional competence at this stage of training, as well as better prepare students for the state final certification using the methods and standards of WSR.

This form of interim assessment allows to assess the level of organization of the educational process, the quality of educational programs, if necessary, to correct them.

The results showed that the use of a new form of assessment of students provides a more objective and independent assessment of maturity of practical skills. Considering the lack of special competencies for students of the educational program “Life Safety” in the WSR competency list, the criteria for assessing the quality of knowledge and professional skills need to be developed by teachers, which requires certain theoretical and practical training.

The comparative analysis of the final certification with the use of the WSR methods confirms the effectiveness of using this examination in the interim assessment before the final one in the same format. In this regard, it is necessary to use different forms of organization of practical classes and current control taking into account WS standards, the application of innovative methods for the successful formation of professional competencies of future teachers.

At the same time, organization of this exam form requires considerable time, the availability of specialized equipment, the need for development of test materials and documentation, as well as special psychological preparation of students.

Thus, the use of the WSR methods for interim assessment and final certification, as well as the current control of students’ knowledge contributes to the formation of professional competencies of future teachers.

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