(PC, OK, PO, U)

Types of jobs

Note: The table is filled out in accordance with the educational/internship program.

3. Test and assessment materials for the exam (qualifying)

The exam (qualifying) is intended to control and evaluate the results of mastering the professional module (Name) by profession NPO / specialty vocational education: (code, Name).

1. Tasks for the examinee:

Option No.

Exercise 1

Codes of tested professional and general competencies: Instructions

Read the assignment carefully.

You can use(specify how)

Job completion time –

Assignment text: ...

For example: access to information sources during a task, rational distribution of time to complete a task (the following stages of completing a task are required: familiarization with the task and planning of work; obtaining information; preparing the product; reflection on the completion of the task and correction of the prepared product before delivery), etc. d. Should be reflected in section 5 of the work program of the professional module (mainly for general competencies)

2. Examiner Pack

Number of options for each task/task packages for examinees:

Time to complete each task:

Equipment:

Literature for students:

Evaluation criteria (if the result is assessed at an exam (qualification), a certification sheet for assessing the development of competencies is used; if the process of completing a task is assessed, an expert observation card is drawn up) (see Appendix 3).

Portfolio protection (if provided within the module) (see Appendix 3)

Typeportfolio (portfolio of documents, portfolio of works, mixed type portfolio)

Testable learning outcomes: Criteria for evaluation

Department of Education and Science of the Bryansk Region

State budgetary educational institution

Primary vocational education

"Vocational School No. 38"

Methodological development

On the topic of:

« Fund of assessment funds"

Makarenkova N.P.

Rognedino village

2013

1. Introduction

The FOS OPOP is formed immediately after the goals of the educational program are determined and its components are developed, in particular, the work programs of UD and PM.

FOS OPOP - a set of teaching materials, forms and procedures for ongoing knowledge control, intermediate certification for each academic discipline (hereinafter - UD) and professional module (hereinafter - PM), state (final) certification, ensuring compliance assessment educational results(knowledge, skills, practical experience and competencies) of students and graduates to the requirements of the Federal State Educational Standard for NPO/SVE.

FOS OPOP profession/specialty is formed from sets of control and evaluation tools (hereinafter referred to as KOS sets), created in accordance with the work programs of UD and PM.

KOS kits are brought to the attention of students within the first two months from the start of training.

KOS sets are a mandatory part of the OPOP profession/specialty educational and methodological complexes (hereinafter - EMC) UD and PM.

2. The purpose and objectives of creating the FOS OPOP profession/specialty

FOS OPOP are created to certify students for compliance of their personal achievements (knowledge, skills and mastered competencies) with the stage-by-stage requirements of the corresponding OPOP (current control and intermediate certification), to establish, during certification tests of graduates who have completed mastering the OPOP profession/specialty, the fact of compliance/non-compliance the level of their training to the requirements of the Federal State Educational Standard for NPO/SPO (state (final) certification).

Objectives of the FES OPOP profession/specialty:

1. control and management of the process of students acquiring the necessary knowledge, skills, practical experience and mastering competencies defined by the Federal State Educational Standard for NPO/SVE;
2. control and management of the achievement of OBOP goals, defined as a set of general and professional competencies (hereinafter referred to as GC and PC) of graduates;
3. assessment of students’ achievements in the process of studying UD and PM, highlighting positive/negative results and planning preventive/corrective measures;
4. ensuring compliance of learning results with the tasks of future professional activity through improving traditional and introducing innovative teaching methods;
5. achieving a level of control and management of the quality of education that would ensure recognition of graduates’ qualifications by industry employers.

3.Assessment of the results of mastering the OPOP profession/specialty

Assessment of the results of mastering the educational program includes:

1. current monitoring of progress;
2. intermediate certification;
3. state (final) certification.

Current monitoring of progress is a check of the mastery of educational material, regularly carried out throughout the semester. In this case, the emphasis is on establishing a detailed, real picture of the achievements and success of students’ assimilation of the UD and PM work program at a given point in time.

Current monitoring of student progress can be carried out in the following forms:

1. survey (oral or written);
2. performing laboratory, computational, graphic, creative and other works;
3. test;
4. testing;
5. protection of results independent work(abstract, project, research work and etc.);
6. other.

Interim certification is carried out at the end of the semester and can complete the study of both UD or PM as a whole, and a separate section (sections).

Such control helps to evaluate larger sets of knowledge and skills, in some cases even the formation of certain PCs. Interim certification sums up the work of students throughout the semester or academic year. Its results are the basis for certain administrative conclusions (transfer or not transfer to the next course, award of a scholarship, etc.). At the same time, the student’s knowledge and skills are not necessarily subject to a new control: intermediate certification can be carried out based on the results of the current control (test or exam “automatically”).

The main forms of intermediate certification are:

1. test;
2. differentiated credit;
3. exam.

State (final) certification (hereinafter - GIA) serves to check the quality of development of the BRI as a whole. It is carried out with the participation of external experts, including employers, and allows you to fully evaluate the OC and PC acquired by students.

The State Examination Form is the preparation and defense of graduation qualifying work(thesis, graduation project), topic, which should correspond to the content of one or more PM.

4. Structure and content of FOS OPOP profession/specialty

In accordance with the Federal State Educational Standard for NPO/SVE, assessment of the quality of training of students and graduates is carried out in two main directions:

1. assessment of the level of mastery of disciplines;
2. assessment of students' competencies.

In this regard, CES should include tests, standardized tests, standard tasks and other assessment tools that allow assessing knowledge, skills and the level of acquired competencies.

The assessment tools that accompany the implementation of each OPOP profession/specialty should be a means of not only assessment, but also training.

The structural elements of the FOS OBOP are:

1. FOS passport;
2. KOS sets developed according to UD and PM, designed to assess skills and knowledge, the formation of competencies at certain stages of development of the BOP;
3. program for monitoring the results of mastering the OPOP profession/specialty;
4. recommendations for updating WWTP kits taking into account monitoring results;
5. qualification requirements for developers of CBS kits.

The structural elements of KOS UD are:

1. samples of assessment tools intended for incoming inspection;
2. samples of assessment tools intended for ongoing monitoring;
3. samples of assessment tools for intermediate certification of students (standard, non-standard tasks (tasks), problem situations, scenarios of business games corresponding to future professional activities, etc.);
4. samples of assessment tools for final control of students.

The structural elements of KOS PM are:

KOS MDK kit, which includes:

1. explanatory note (passport),
2. samples of assessment tools intended for incoming inspection,
3. samples of assessment tools intended for ongoing monitoring,
4. samples of assessment tools intended for mid-term control (sections of the MDK),
5. samples of assessment tools for intermediate certification of students (standard, non-standard tasks (tasks), problem situations, scenarios of business games corresponding to future professional activities, etc.),
6. samples of assessment tools for final control of students;

A set of educational and industrial practices (hereinafter referred to as EP and PP), which includes:

1. explanatory note (passport);
2. educational practice program;
3. industrial practice program;
4. methodological recommendations for preparing a practice report;
5. Sample of keeping an internship diary.

The COS set for state (final) certification (hereinafter - GIA) has the following structure:

1. explanatory note;
2. GIA program, including: requirements for registration of the procedure and defense, criteria for assessing the final qualifying work.

The CBS sets of each UD and PM must ensure the assimilation of specific elements of the educational material of the work program of the UD/PM/UP and PP.

Each assessment tool in the FOS OBOP must be accompanied by indicators/evaluation criteria.

5. Formation and approval of the FOS OPOP profession/specialty

FES OPOP profession/specialty is formed on the key principles of assessment:

1. validity (assessment objects must correspond to the stated learning objectives);
2. reliability (use of uniform standards and criteria for assessing achievements);
3. fairness (providing students with different levels of training with equal opportunities to succeed);
4. timeliness (providing feedback);
5. efficiency (compliance of performance results with the assigned tasks).

When forming the CBS, their compliance must be ensured:

1. Federal State Educational Standard for NPO/SVE of the relevant profession/specialty;
2. curriculum and OPOP of the relevant profession/specialty;
3. work program UD and PM;
4. educational technologies used in teaching UD and PM.

The purpose of each control task and tool determines its use to measure the level of students’ achievement of established learning outcomes on one topic (section) and/or a set of topics (sections), UD and PM as a whole.

Each assessment tool as part of the CBS must be accompanied by indicators and evaluation criteria.

The CBS must necessarily include the assessment tools specified in Section 2 of the UD/PM work program “Content and structure of the discipline/module”.

The development of other procedures, means of control and evaluation, their inclusion in the QOS is carried out by the decision of the teacher(s), leading(s) UD and PM.

KOS are developed for each UD and PM. The feasibility of developing a single set of UD or PM of the same name for various professions/specialties is determined by the decision of the methodological/subject cycle commission (hereinafter referred to as the MK/PCC), which ensures the teaching of UD/PM.

6. Approaches to the formation of CBS (assessment of development results) PM

The result of mastering the PM is the readiness to perform the corresponding type of activity and the PCs that support it, as well as the development of the OC provided for the BRI as a whole.

The final form of control in PM is a qualifying exam. Assessment of the mastery of PM involves demonstrating or confirming that the student is ready to perform the specified type of professional activity and that he has developed the competencies defined in the section “Requirements for the results of mastering the OPOP” of the Federal State Educational Standard for NPO/SVE. The result of the check is an unambiguous decision: “the type of professional activity has been mastered / has not been mastered.”

The final PM certification (exam (qualifying)) is ideally carried out as an external assessment procedure with the participation of representatives of the employer. In the future, it may be supplemented by a voluntary certification procedure (independent external assessment).

The condition for admission to the (qualifying) exam is the students’ successful mastery of all elements of the PM program: the theoretical part of the module (MDC) and practices. It is possible to conduct intermediate certification for individual elements of the PM program. In this case, the recommended form of certification for educational and/or production practice is a differentiated test (DZ), for the MDK - an exam (E) or a differentiated test (DZ).

The tasks of current and milestone control in PM (certification according to MDK and practice) are to assess the formation of elements of competencies (knowledge and skills), individual competencies with subsequent aggregation (combining individual data into a single indicator) of assessments.

The results of intermediate and final control on PM are the same, but not identical. Monitoring the development of the MDC and practical training is aimed at assessing the learning results. The subject of assessment activities here is an educational institution. Monitoring the development of PM as a whole is aimed at determining the level of qualifications. The subject of assessment activities is the employer. Different directions and different subjects of control require different verification tools.

7. Algorithm for developing KOS PM

It is advisable to begin the development of content with analysis, if necessary, adjustment and clarification.outcome assessment indicatorsgiven in section 5 of the module program.

During the analysis process, special attention must be paid to the correctness of the formulation of indicators. An indicator of mastering competence can be a product or process of practical activity. If the result indicator is a product of practical activity, then it is necessary to provide a link to the quality standard of this product (for example, GOST). If the indicator of the result is the process of practical activity, then the criterion will be the compliance of the learned activity algorithms with the given ones (regulations, time parameters, etc.). In this case, the evaluation criteria are based on step-by-step monitoring of the task completion process.

If there is no normative standard for a product or process (for example, GOST), you can use the qualitative characteristics of the product or process (correctness, accuracy, etc.), but in this case it is necessary to establish criteria for them. The assessment indicator can also be the student’s justification for his actions.

The performance indicators can be formulated as follows:

It is advisable to compile a list of indicators taking into account the skills and knowledge available in the BRI structure that correspond to this type of activity. It should be remembered that competence cannot be reduced to a separate skill or knowledge, which means that the indicators of its formation must be comprehensive.

The formulation of indicators should not:

1. duplicate the formulation of the competency, for example:

1. contain the words “skill”, “skill”, since skill and skill cannot be indicators of themselves, for example:

1. use the words “knowledge”, “presentation”, since knowledge and presentation do not yet mean mastery of competence: you can know, but not be able to apply this knowledge in a non-learning, non-typical situation, for example:

OK is the result of mastering a holistic OPOP. When studying one or another PM and/or UD, general educational, communicative, organizational, and analytical skills are formed that ensure the development of OC, therefore, to determine the indicators for their assessment in the PM program it is necessary:

1. Determine what contribution the study of PM makes to the formation of each OC, i.e. which general skills it shapes(not only the content itself can and should be taught, but also the organization of training, the methods used, forms, atmosphere).
2. Determine indicators for assessing OC, taking into account the specifics of the content of PM and the time of its study. For example:

The formulation of outcome assessment indicators is carried out taking into account the following rules:

Diagnosability;

Small numbers;

Predominant use of forms from verbal nouns (correspondence, execution, choice, organization, calculation...).

After clarification of indicators, developmenttypical tasks for the exam (qualification) by PM.

Tasks can be designed to test both PC and OK, as well as a comprehensive test of competencies. Before starting to create tasks, it is necessary to group the OC and PC so that the task simultaneously involves testing both groups of competencies. It is also advisable to highlight in the list of OKs those that can be verified only on the basis of a portfolio.

Typical tasks should be competency-oriented and comprehensive. It should be remembered that competence is manifested in the readiness to apply knowledge, skills and abilities in situations that are not identical to the topics in which they were formed. This means that assignments are aimed at solving professional, rather than educational, problems. The content of assignments should be as close as possible to situations of professional activity.

Types of control and assessment tasks for assessing the results of mastering PM

The development of standard tasks should be accompanied by the establishment of criteria for their evaluation. A set of evaluation criteria can be formatted as an expert sheet.

The formulation of standard tasks should include requirements for the conditions for their implementation (place of execution - educational/industrial practice or the exam itself (qualification); time allotted for completing the task, the need to monitor the process of completing the task, sources that can be used, etc.). The choice of conditions also depends on what type of evidence that the result has been achieved by the student is considered reliable.

In the explanatory note (passport) of the CBS, it is necessary to indicate and justify the preferred form of the exam (qualification): completing a case assignment, defending a course project. The choice of a course project as a form of examination is possible in the case when its implementation is related to the targeted order of employers, is based on practical work experience, and reflects the level of mastery of the competencies assigned to the module. If with this option of conducting the exam there is a need for additional verification of the development of individual competencies, it is necessary to provide appropriate tasks.

Tasks for the exam (qualification) can be of 3 types:

Tasks aimed at testing the mastery of the activity as a whole;

Tasks testing the mastery of a group of competencies corresponding to a specific section of the module;

Assignments testing individual competencies within a professional module.

In the course of developing the content of standard tasks, the indicators for assessing the results of mastering PM are being clarified.

Development typical tasks for step-by-step verification of the MDC and the results of internshipis carried out taking into account the following provisions.

When drawing up tasks, it is necessary to keep in mind that information that is professionally significant for mastering a type of professional activity and aimed at developing the PC indicated in Table 3.1 is being assessed. PM programs, as well as OK.

Tasks to test the assimilation of the required amount of information should also be of a comprehensive, practice-oriented nature.

A credit for educational and (or) industrial practice can be awarded on the basis of the data of the certification sheet (characteristics of the student’s professional activity in practice) indicating the types of work performed by the student during the internship, their volume, quality of performance in accordance with the technology and (or) requirements of the organization where the practice took place.

Approximate list of assessment tools

A set of control and evaluation tools for the academic discipline

______________________

(Name)

(code, name)

Explanatory note

A set of control and evaluation tools (hereinafter - KOS) for the discipline

(code, name of discipline)

designed for ongoing monitoring and intermediate certification of students.

________________________________________________________

* The name of the topic (section) or topics (sections) must correspond to the work program of the discipline.

Cover form for exam papers

tickets by UD/MDK

EXAMINATION TICKETS

Speciality (code, name):

Discipline/MDK:

Group: №____

Semester: №___

Teachers:

Considered at the meeting of the MK/PCC__________________________________________________________

Name

Chairman of the MK/PCC ____________/_________________________/

Signature Explanation of signature

Exam form

ticket according to UD/MDK

Discipline/MDK:

Speciality (code, name):

EXAMINATION TICKET No.____

1. Question (task No. 1)……………………………………………………….………...

2. Question (task No. 2)………………………………………….………………………...

3. * …………………………………………………………………………………………..

Signature Explanation of signature

* The practical task/task is included at the discretion of the teacher. It is reviewed and approved at the meeting of the MK/PCC. Attached to the set of exam papers are assessment criteria for the discipline developed by the teacher and approved at the meeting of the MK/PTSK.

Criteria for evaluation:

Exam list form

questions on UD/MDK

QUESTIONS FOR THE EXAM

in discipline/MDK “_______________________________________________________________”

specialty ______________________________________________, ____ course

1. Question title
2. Question title
3. Title of the question it,d

Teacher ______________________ /_________________________/

Signature Explanation of signature

Considered at the meeting of the MK/PCC__________________________________________

Name

Protocol No. __ dated “___”_______ 20__

Chairman of the MK/PCC ____________ /____________________/

Signature Explanation of signature

"____"____20__

Completing the assignment for

business (role-playing) games

Business (role-playing) game

(name of the discipline)

1. Topic (problem) …………………………………………………………………….

……………………………………………………………………………………….…….…………………………………………………………………………………………….

2. Game concept …………………………………………………………………….

……………………………………………………………………………………….………………………………………………………………………………………………….

3. Roles:

- …………………………………………………………………………………..………;

- …………………………………………………………………………………………...

4. Expected result(s):………………………………………...…………….

…………………………………………………………………………………………….

1. Criteria for evaluation:

Case assignment design

Case assignment

by discipline________________________________________________________

(name of the discipline)

Specialty (code, name):_____________________________________________

_____________________________________________________________________

Task(s):

3. ………………………………………………………

Criteria for evaluation:

Formulation of questions for

interviews, tests

Questions for interview, test

by discipline_________________________________________________________

(name of the discipline)

Specialty (code, name):_____________________________________________

_____________________________________________________________________

Chapter ……………………….…………………………………………………………….

1. . …………………………………………………………………………………...……..

2. ………………………………………………………………………………..………….

n ….………………………………………………………………………………..

Chapter ……………………….…..………………………………………………………...

1. …………………………………………………………………………………………...

2. …………………………………………………………………………………………...

n ……………….…………………………………………………………………………………………..

Criteria for evaluation:

Preparation of a set of assignments

for test work

A set of tasks for the test

by discipline ______________________________________________________

(name of the discipline)

Specialty (code, name):__________________________________________________________

____________________________________________________________________________________

Subject

Option 1

Subject ……………………………………………………………….………………………………………

Option 2 …………………………………………………………..…..…………………………………

Exercise 1 ……………………………………………………………...………………………………..…

Criteria for evaluation:

Making a list of topics

Course projects in UD/PM

Topics of course projects (works)

Specialty (code, name):____________________________________________________________

_____________________________________________________________________________________

Group: ___________

Form of study: (full-time, part-time)

Criteria for evaluation:

Design of topics for a round table

List of discussion topics for the round table

(discussion, controversy, disputation, debate)

by discipline ____ ________________________________ ___________________

(name of the discipline)

Specialty (code, name):_____________________________________________

_____________________________________________________________________

1. ……………...……………………………………………………………………………..

2.……………………………………………………………………………………….…...

n. ……….…………………………..…………………………………………………….

Criteria for evaluation:

Registration of the task

for portfolio

by discipline _____ ____________________________________ _________________

(name of the discipline)

Specialty (code, name):_________________________________________

_____________________________________________________________________

1. Portfolio title __________________________________________________

2.Typeportfolio ___________________________________________________

(documents, works, reviews, mixed)

3. Verifiable OK

4. Portfolio structure(invariant and variable parts):

5. Portfolio evaluation criteriaare contained in the methodological recommendations for compiling a portfolio.

Registration of group and/or

individual creative

assignments/projects

Topics of group and/or individual creative assignments/projects**

by discipline___________________________________________________________

(name of the discipline)

Specialty (code, name):_____________________________________________

_____________________________________________________________________

Group creative tasks (projects):

1. ……………………………………………………………………………………..……...

n …………………………………………………………………………………..…

Individual creative tasks (projects):

1. …………………………………………………………………………………………….

2. ………………………………………………………………………………………….…

n………………………………………………………………………………..……

Criteria for evaluation:

Set design

assignments by type of work

Set of tasks to complete

independent work, work on a simulator, stand

by discipline____ ____________________________________ ________________

(name of the discipline)

Specialty (code, name):_____________________________________________

_____________________________________________________________________

Task (task) 1. …………………………………………………………………………………………

Task (task) 2. ……………………………………………………….………………...

Task (task) n. …………………………………………………………………………………………

Criteria for evaluation:

Designing topics for essays

Essay Topics

(abstracts, reports, messages)

by discipline____________ ____________________________________ _________

(name of the discipline)

Specialty (code, name):_____________________________________________

_____________________________________________________________________

1. ………………………………………………………………………………………….....

2. …………………………………………………………………………………………….

3. ………………………………………………………………………………………...…..

… …………………………………………………………………………………………...

n. …………….………………………………………………………………………………………....

Criteria for evaluation:

A set of control and assessment tools for the professional module

_____________________________________________________________________

(Name)

specialties of secondary vocational education/professions of non-governmental education

________________________________________________________________________

(code, name)

Explanatory note

The result of mastering the professional module __________________________

(code, name)

________________________________________________________________________________________________________________________________________________ the student’s readiness to perform the type of professional activity________________________________________________________________________________________________________________________________________________________________________________________________ and its constituent professional competencies (PC), as well as general competencies (GC), formed in the process of mastering the OPOP as a whole.

The form of certification for the professional module is an exam (qualification). The result of the exam is an unambiguous decision: “type of professional activity mastered/not mastered.”

FOR SVE: indicate the preferred form of conducting the exam: completing case assignments, defending a course project (for technical specialties). In the case of an exam in the form of defending a course project, it may be necessary to additionally check the maturity of individual competencies. To do this, appropriate tasks should be provided.

The assessment tools used in WWTP are presented in the table.

1. Assessment of the development of MDC__________________________________________

(code, name)

Samples of the design of assessment tools are presented in Appendix 2.

2. Evaluation of educational and (or) work experience

A differentiated credit for educational and (or) production practice is awarded on the basis of the data of the certification sheet (characteristics of the student’s professional activity during practice) indicating the types of work performed by the student, their volume, quality of performance in accordance with the technology and (or) requirements of the organization, in which the practice took place.

Form of certification sheet

Attestation sheet

(characteristics of the student’s professional activity during educational/industrial practice)

1. Full name of the student, group number, specialty/profession_____________________

2. Name, legal address of the place of practice (organization), __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Practice time ________________________________________________

4. Types and volume of work performed by the student during the internship:

____________________________________________________________________

________________________________________________________________________________________________________________________________________________

5. The quality of work performed in accordance with the technology and (or) requirements of the organization in which the internship took place

________________________________________________________________________________________________________________________________________________________________________________________________________________________

“___”___________20_______________ /_________________/

date

____________________________ / ________________________/

Signatures of the practice manager, representative of the organization

3. Structure of the CBS for the exam (qualifying)

Tasks for EK are generated in 3 ways:

1. Tasks aimed at testing the mastery of the type of activity (the entire module) as a whole.

2. Tasks testing the mastery of a group of competencies corresponding to a specific section of the module.

PC1. Determine goals, objectives and plan work with parents.

OK2. Organize your own activities, determine methods for solving professional problems, evaluate their effectiveness and quality.

OK4. Search, analyze and evaluate information necessary for setting and solving professional problems, professional and personal development.

Compliance of the prepared consultation plan with the required criteria.

Validity of the choice of type, methods and techniques of counseling.

The validity of the choice and optimality of the composition of sources necessary to solve the problem.

Rational distribution of time for all stages of problem solving

Coincidence of the results of self-analysis and expert analysis of the developed plan

3. Task for the examinee. Option___________

Instructions

Read the assignment carefully. You can use(specify what) ______________________________________________________________________________________________________________________________________________________________________________________________________________________

The task completion time is _____________.

Exercise

Task text

4. Examiner Pack

Conditions

The number of task options for the examinee is _______.

The task completion time is ______.

Equipment:________________________________________________________ ________________________________________________________________________________________________________________________________________________.

Literature for students:

Textbooks:

Teaching aids:at least 5 out of 10 indicated.

References:at least 5 out of 10 indicated.

Criteria for evaluation

Completing the task:

- accessing information sources during the task;

- rational distribution of time to complete a task

The following stages of completing the task are required: familiarization with the task and planning the work; receiving the information; product preparation; reflection on task completion and correction of the prepared product before delivery.

Prepared product/implemented process

Characteristics of the product/process (evaluation criteria: description of the quality standard; specified algorithm; stages of the task completion process, etc.) and mark of completion/failure. You can use one of the tables:

Portfolio protection(if enabledVETo)

1. Portfolio type ______________________________________________(portfolio of documents, portfolio of works, reflective portfolio, mixed type of portfolio)

2. Testable learning outcomes :__________________________________ ________________________________________________________________________

3. Evaluation criteria:

Portfolio assessment

1.3. Portfolio requirements

by discipline_____ ____________________________________ __________________

(name of the discipline)

Speciality(code, name):__________________________________________

______________________________________________________________________

1. Portfolio title ___________________________________________________

2. Typeportfolio _____________________________________________________

(portfolio of documents, works, reviews, mixed)

3. Checkable PC OKs

4. Portfolio structure (invariant and variable parts):

4.1. ………………………………………………………………………………………

4.2. ………………………………………………………………………………………

.………………………………………………………………………………………..…

4.n…….………………………………………………………………………………..…

5. Evaluation criteria

This assessment tool must be accompanied by developed methodological recommendations on its preparation and use

Indicate the codes of the tested OCs, as well as, possibly, PCs, the verification of which is not provided directly during the examination (qualification) in PM.

This assessment tool must be accompanied by developed methodological recommendations for its preparation, use and evaluation.

General provisions

1.3. The FOS for the discipline is part of the educational and methodological complex for the discipline (in accordance with clause 1.6 of the Regulations). The procedures for their development and approval, as well as the requirements for the composition, are determined by STO 02069668 2.001-2008 “Educational and methodological complex”

Structure of the fund of assessment funds

2.1. The structural elements of FOS in the discipline are:

a) title page;

c) FOS passport;

d) required elements:

– test and examination materials;

– means specified in the work program of the discipline;

e) additional elements:

– sets of assessment tools (an approximate list is given in clause 2.4).

2.2. For each assessment tool, the FOS must provide criteria for the formation of assessments.

2.3. The FOS must necessarily include the funds specified in the relevant section of the discipline’s work program.

2.4. Besides mandatory elements the following test and measurement materials may be included in the FOS (subject to their use in educational process):

− business and/or role-playing game;

− report, message;

− case problem;

− colloquium/interview;

− test;

− round table, discussion, controversy, dispute, debate;

− portfolio;

− project/creative assignment;

− multi-level tasks and assignments;

− calculation and graphic work;

− abstract;

− simulator;

2.4.1. Business and/or role-playing game.

A brief description of: Joint activity of a group of students and a teacher under the direction of a teacher in order to solve educational and professionally oriented problems through game modeling of a real problem situation. Allows you to evaluate the ability to analyze and solve typical professional problems.

Representation in the form of FOS: Theme (problem), concept, roles and expected result for each game.

2.4.2. Report, message.

A brief description of: A product of a student’s independent work, which is a public speech presenting the results obtained in solving a specific educational, practical, educational, research or scientific topic.

Representation in the form of FOS: Topics of reports, messages.

2.4.3. Case problem.

A brief description of: A problem task in which the student is asked to comprehend a real professionally oriented situation necessary to solve a given problem.

Representation in the form of FOS: Tasks for solving a case problem.

2.4.4. Colloquium/interview.

A brief description of: A means of monitoring the assimilation of educational material of a topic, section or sections of a discipline, organized as a training session in the form of an interview between a teacher and students.

Representation in the form of FOS: Questions on topics/sections of the discipline.

2.4.5. Test.

A brief description of: A tool for testing the ability to apply acquired knowledge to solve problems of a certain type on a topic or section.

Representation in the form of FOS: Set of control tasks for options

2.4.6. Round table, discussion, controversy, dispute, debate.

A brief description of: Assessment tools that allow students to be included in the process of discussing a controversial issue or problem and assess their ability to argue their own point of view.

Representation in the form of FOS: List of discussion topics for holding a round table, discussion, controversy, disputation, debate.

2.4.7. Portfolio.

A brief description of: A targeted selection of student works that reveals his individual educational achievements in one or more academic disciplines.

Representation in the form of FOS: Portfolio structure.

2.4.8. Project/creative task.

A brief description of: The final product obtained as a result of planning and executing a set of educational and research tasks. Allows you to evaluate the students’ ability to independently construct their knowledge in the process of solving practical problems and problems, navigate the information space and the level of development of analytical, research skills, practical and creative thinking skills. Can be performed individually or by a group of students.

Representation in the form of FOS: Topics for group and/or individual projects.

2.4.9. Multi-level tasks and assignments.

A brief description of: There are tasks and assignments:

a) reproductive level, allowing to evaluate and diagnose knowledge of factual material (basic concepts, algorithms, facts) and the ability to correctly use special terms and concepts, recognition of objects of study within a certain section of the discipline;

b) reconstructive level, allowing to evaluate and diagnose the ability to synthesize, analyze, generalize factual and theoretical material with the formulation of specific conclusions, establishing cause-and-effect relationships;

c) creative level, allowing to evaluate and diagnose skills, integrate knowledge of various fields, and argue one’s own point of view.

Representation in the form of FOS: A set of multi-level tasks and assignments.

2.4.10. Calculation and graphic work.

A brief description of: A means of testing the ability to apply acquired knowledge using a predetermined methodology to solve problems or assignments for a module or discipline as a whole.

Representation in the form of FOS: A set of tasks for performing calculation and graphic work.

2.4.11. Abstract.

A brief description of: The product of the student’s independent work, which is a brief written summary of the obtained results of a theoretical analysis of a certain scientific (educational and research) topic, where the author reveals the essence of the problem under study, gives various points of view, as well as his own views on it.

Representation in the form of FOS: Abstract topics.

2.4.12. Test.

A brief description of: A system of standardized tasks that allows you to automate the procedure for measuring the level of knowledge and skills of a student.

Representation in the form of FOS: Test task fund.

2.4.13. Training apparatus.

A brief description of: A technical tool that can be used to control the professional skills and abilities acquired by a student in managing a specific material object.

Representation in the form of FOS: A set of tasks for working on the simulator.

2.4.14. Essay.

A brief description of: A tool that allows you to assess the student’s ability to express in writing the essence of the problem posed, independently analyze this problem using the concepts and analytical tools of the relevant discipline, and draw conclusions that generalize the author’s position on the problem posed.

Representation in the form of FOS: Essay topic.