The structure of the parameters and the methodology of the application of the model for forming the learning profile “Diamond of Personality”

Abstract

The article describes the structure of the parameters of the evaluation of the educational result and the methodology of applying the model of the learning profile of the personality “Diamond of Personality” in organizations of general and additional education of children. The model is designed considering the balance of complexity and productivity of the measuring instrument.The relevance of the article is due to the new challenges facing the education system in the form of parameters of the national project “Education”, where it is necessary to develop individual learning technologies, identify and develop gifted children, and enter the top 10 world leaders in comparative indicators. In the world today, emphasis is placed on competence-type tasks that require an active approach. There are already many tools for the formation and development of active learning behavior, but not all of them work well. The authors propose a convergent model for the formation of an learning profile that claims to be effective for solving these tasks.The purpose of the research described in the article is to develop a model of the learning profile of a person for managing learning activities and developing personal potential, suitable for supporting learning subjectivity.The novelty of the model is determined by its structure (based on a combination of formal and informal (reflexive) assessment parameters) and the methodology of application, ensuring the balance of “complexity-usefulness of the tool”, as well as the focus on the development of learning activity (subjectivity, agency). Atypical are the use of qualitative assessments of the educational result for formal evaluation, as well as the evaluation process itself based on specially described (tagged) educational tasks (instead of evaluating “for compliance with the sample”). At the same time, the model can be applied simultaneously with traditional assessment systems and does not contradict them.The practical significance of the “Diamond of Personality” model lies in of additional tools for assessing the educational result, which appear because of processing formal assessments of the proposed model. In the informal part, the traditionally difficult task of organizing reflection is facilitated by the presence of a supporting structure. The effectiveness and productivity of the model is currently being tested by the participants of the pilot project. The model is assumed to be the basis of a digital learning profile of a mixed type — formal-reflexive.