设计“视觉艺术艺术教育”学士学位课程的评估基金:问题与解决方案

Elvira P. Chernyshova, Anna K. Veksler, Inna A. Kalabina, Elena N. Glubokova
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引用次数: 0

摘要

介绍。研究评估教育成果和教育过程有效性的工具是提高教育质量和教育制度的必要机制。尽管在形成评估工具的资金方面积累了经验,但考虑到教育方案的具体情况,评估学生的一般专业和专业能力的形成的问题仍然存在。研究的目的是:寻找程序,任务类型和复杂FOS模型的发展,允许评估艺术教育者专业培训的所有级别能力的形成,包括那些反映视觉艺术领域能力形成的能力。材料和方法。研究材料是规范高等教育方案设计和实施的规范性文件;俄语和外国研究;对赫尔岑州立师范大学187名教师的调查数据。方法:来源分析和规范性文件分析、调查、数据定量评估(百分比)、典型选择。结果。对规范性文件和理论来源的分析揭示了评估程序标准化的需要与评估艺术教师能力的具体情况之间的矛盾。对教师的调查结果证实了这一矛盾:最能接受的客观能力评估形式是口试/考试(75.4%),实践作业(70.1%)。在评估资金设计的主要问题中,教师强调评估工具资金的有效性和可靠性评估(57.2%)和整体能力评估的可能性(54%)。通过对研究资料的分析,笔者提出了一个包括结构、内容和评价成分在内的综合评价经费模型。拟议的结构、组织逻辑和任务类型(测试、艺术和创造性学科的专业任务等),包括独立工作任务的不变和可变部分,是有效评估各级能力形成的基础,包括专业能力的形成,反映了艺术教师培训的特殊性。结论。分析的结果、拟议的模型、程序、作业类型和所描述的建议可用于设计高等教育教育方案评估工具的资金,以培训艺术教育者。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Designing assessment funds for the bachelor's degree program «art education in visual arts»: problems and solutions
Introduction. The research of tools for assessing the achieved educational results and the effectiveness of the educational process is a necessary mechanism for improving the quality of education and educational systems. Despite the accumulated experience in the formation of funds of assessment tools, the problem of assessing the formation of general professional and professional competencies of students, taking into account the specifics of the educational programme, remains relevant. The aim of the research: the search for procedures, types of tasks and the development of a model of complex FOS, allowing to assess the formation of all levels of competences of professional training of an art-pedagogue, including those reflecting the formation of competence in the field of visual arts. Materials and methods. The research materials were normative documents regulating the design and implementation of higher education programmes; Russian and foreign studies; survey data of 187 teachers of the Herzen State Pedagogical University. Methods: analysis of sources and regulatory documents, survey, quantitative assessment of data (percentages), typical selection. Results. The analysis of normative documents and theoretical sources revealed a contradiction between the need to standardise assessment procedures and the specifics of assessing the competences of an art-pedagogue. The results of the survey of teachers confirm this contradiction: the most acceptable form of objective assessment of competences is an oral test/exam (75.4%), practical assignment (70.1%). Among the main problems of designing assessment funds, teachers highlight the assessment of validity and reliability of the Funds of Assessment Tools (57.2%) and the possibility of assessing the competence as a whole (54%). The analysis of the research materials allowed the authors to propose a comprehensive model of assessment funds, including structural, content and assessment components. The proposed structure, logic of organisation and types of tasks (tests, professional tasks of artistic and creative disciplines, etc.), including invariant and variant parts of tasks for independent work, are the basis for valid assessment of the formation of all levels of competences, including professional ones, reflecting the specificity of training of art-pedagogues. Conclusion. The results of the analysis, the proposed model, procedures, types of assignments, and the described recommendations can be used in the design of funds of assessment tools for educational programmes of higher education in the context of training an art-pedagogue.
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Perspektivy Nauki i Obrazovania
Perspektivy Nauki i Obrazovania Arts and Humanities-Philosophy
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