| Comparison parameter |
Foreign experience |
Domestic experience |
| What is considered a ‘meta-subject educational outcome’ |
‘Soft skills’: ways of activity that ensure the successful performance of functions in various systems of co-organization.A set of world outlooks that determine goal setting and ways of acting in various situations (including ‘team spirit’) |
Mastering the cultural way of acting in normalized situations that are not tied to specific subjects and practices, including solving problems arising from these situations.Ability to integrate and apply ideas from various subject and practical areas to solve personally significant problems |
| Role and place of extracurricular educational activities in the general educational process |
- either actually ‘merges’ with the main educational activity and turns into a space for testing the acquired knowledge and concepts, formed competences;- or traditionally serves as a space for the formation of motives for educational activities, social and communication skills, and the development of daily life and communication skills |
The sphere of meaningful leisure timeThe sphere of satisfaction of individual educational needs, including the expansion of views on the main academic subjects.The sphere of formation of social competences (separate from the main educational and subject competences) |
| Basic approach to educational performance |
The outcomes are of a physiological, cognitive, and instrumental nature |
The outcomes are of a physiological nature and/or the nature of the formation of an integral ability to a given type of activity |
| Regularity and institutionalization of outcomes assessment |
Assessment is not institutionalized, it is conducted sporadically |
Assessment is not institutionalized, it is conducted regularly |
| Degree of integrality/fractionality of the outcomes measurement |
Specific characteristics formed in extracurricular activities are measured |
Measured comprehensively |
| Outline of the use of assessment outcomes |
Construction/adjustment by students of their own educational strategies and trajectories |
Program and management developments in the field of education |
| Role and place of various intellectual and other games in extracurricular activities |
Used as a tool for the functionalization of knowledge and concepts.Used as a tool for getting new knowledge and conceptsUsed as simulators of individually significant abilities (competences).Used as an analogue of traditional team games - tools for forming microsocial involvement and co-organization |
Used as a tool for illustrating the main educational program.In a relatively limited number of cases used as simulators of individually significant abilities. |
| Forms and methods of assessment |
Complex testing systemsResults of presentation and defense of individual projectsPassing through additional (short-term) digital simulators |
Simple tests that identify particular characteristicsReflexive interviews; working with objectified tools of reflection (maps, self-projections, etc.)Working with cases/execution of problem-solving tasks |
