Modern problems of science and education. Technological map of personal growth of a bachelor Pedagogical sketch of a student's professional achievements

Portfolio

Bachelor

course

Khramova Natalya Petrovna

FULL NAME.

Direction of training

Teacher Education

Profile Elementary education

Qualification (degree) of the graduate

bachelor

Arzamas, 2017

Title page

Practice diary

date	Activities	Manager's signature
1 Week
December 1, 2017	1 Kick-off conference: 2. Acquaintance with the program and the content of the practice safety briefing. 3.Individual consultation on organizational and substantive issues of practice. 4. The sphere of education as a set of interacting subjects. 5. Normative legal documents of the federal level used in the work of educational institutions of the Russian Federation
December 2, 2017	1. Law of the Russian Federation "On Education", 2. Civil Code of the Russian Federation. 3.Standards of the main educational programs.
December 4, 2017	1. Requirements for the results of the development of basic educational programs (BEP). 2. Requirements for the OOP structure. 3. Various types of educational institutions and features of their functioning
December 5, 2017	1. Local acts regulating the activities of the Institution (Organization). 2. Charter of the educational institution (Organization
December 6, 2017	1. Standard provision on educational institution 2. The program of activities of an educational institution 3. The concept of school development. 4. Organizational documents of the OU (OO).
December 7, 2017	1. Administrative documents. 2. Job descriptions of a teacher primary school.
2 weeks
December 11, 2017.	1. Educational and pedagogical documentation. 2. Approaches to the professional legal and regulatory training of primary school teachers
December 12, 2017.	1. Educational space as a set of socialization institutions that determine the socio-economic development of states. 2. Scheme of subordination in OS
December 13, 2017.	1. Cluster "Regulatory support of an educational organization". 2. Introspection professional activity.
December 14, 2017.	1. Portfolio of professional achievements of a bachelor student. 2. Presentation of the results of professional activity at the final conference on educational practice.

Analysis-reference

"Responsibilities of a primary school teacher"

Routing lesson

Class.3

2. Subject. Spelling of words with unpronounceable consonants at the root.

3. Form of holding.

5. Tasks:

- educational (personal results);

- developing (meta-subject results);

– educational (substantive results).

6. Equipment.

7. Literature and sources.

Essay

« social significance elementary school teachers"

Creative essay on professional achievements of a bachelor student

Presentation for the Creative Essay on the Professional Achievements of a Bachelor Student

Routing personal growth bachelor

№	Tasks	Formed competencies	Grade
Student	Methodist
1.	Practice diary	З2(OPK-1)	Great
U2(OPK-1)	Great
B1 (OK-7)	Great
2.	Analysis-reference "Job responsibilities of a primary school teacher"	U2(PK-6)	Great
U2(OK-7)	Great
B1 (OK-7)	Great
3.	Technological map of the lesson (TCM at the choice of the student)	Z1 (PK-1)	Great
Z2 (PK-1)	Great
U2 (PK-1)	Great
B1 (PC-1)	Great
4.	Cluster "Regulatory support of an educational organization"	Z2(OPK-4)	Great
U1(OPK-4)	Great
U2(OPK-4) V1 (	Great
5.	Essay	Z2(OPK-4)	Great
U2(OPK-4)	Great
B1 (OPK-4)	Great
6.	creative essay	Z2 (PK-6)	Great
U2(PK-6)	Great
B1(PC-6)	Great
	Presentation of a creative essay	U2(OK-7)	Great
Z2(OK-7)	Great
B1 (OPK-4)	Great
	Total points
	final grade for educational practice

Note. Each competency is evaluated in points from 3 to 5.

Grade "satisfactory" to the bachelor is put: with the number of points up to 132 ("satisfactory" more than 50%) and less than 90 (all "satisfactory").

A bachelor is given a “good” grade: with a score of 134 to 194 (more than half of “good”).

The mark "excellent" for the bachelor is given: with the number of points from 196 to 220 (all "excellent").

The article deals with the organization and conduct of practices of bachelors studying in the direction of training "Pedagogical education", based on the project "Practice in the system vocational education and personal growth of the future specialist. The scientific and methodological content of the practice of bachelors in the conditions of modernization is considered. teacher education, which allows the student to implement an internship program, the results of which are reflected in the technological map of his personal growth. The purpose and objectives of the "Professional Achievements Portfolio" are described, which allows you to accumulate and save documentary evidence of the student's individual educational and professional achievements in the process of mastering the internship program for the entire period of study. The competition "Our New School" is presented, which contributes to the formation of a positive attitude towards the teaching profession among students, the use of their creative and intellectual potential to solve urgent pedagogical problems.

bachelor's practice

competence approach

scientific and methodological convention

portfolio of professional achievements

routing

individual educational route

1. State program of the Russian Federation "Development of education" for 2013-2020". – URL: http://xn--80abucjiibhv9a.xn--p1ai/%D0%B4%D0%BE%D0%BA%D1%83%D0%BC%D0%B5%D0%BD%D1%82% D1%8B/3071 (date of access: 07/11/2016).

2. The state program of the Russian Federation " Economic development and innovative economy”. – URL: http://www.consultant.ru/document/cons_doc_LAW_162191/ (date of access: 07/11/2016).

3. The concept of supporting the development of teacher education. – URL: http://minobrnauki.rf/press center/3875 (date of access: 07/11/2016).

4. Levkina E.V., Mironycheva V.F., Kuzina I.V. Practice-oriented training of future teachers // International Journal of Applied and fundamental research. - 2015. - No. 11-3. - S. 457-459.

5. Levkina E.V. Our new school. Young people's ideas. – URL: http://poisknn.ru/articles/nasha_novaya_shkola.

6. Practice in the system of professional education and personal growth of a bachelor student. Release 4: teaching aid/ E.V. Levkina, E.S. Ivantsova, I.V. Kuzina, V.F. Mironycheva, N.V. Fedoseev; Arzamas branch of UNN. - Arzamas: AF UNN, 2015. - 106 p.

7. Strategy for the development of education in Russian Federation for the period up to 2025. – URL: http://council.gov.ru/media/files/41d536d68ee9fec15756.pdf (date of access: 07/11/2016).

Issues of professional development of teachers educational organizations are currently in the midst of intense debate. This is connected, first of all, with the discussion of the Concept for Supporting the Development of Pedagogical Education. Leading universities of the Russian Federation are discussing their own ways to solve one of the most important problems, realizing that the modernization of teacher education is, first of all, in providing training teaching staff in accordance with the Professional Standard of the Teacher and the Federal State Educational Standards general education.

Purpose of the study. In the Arzamas branch of UNN on the basis of the adopted federal program-targeted documents (State Program of the Russian Federation "Development of Education" for 2013-2020, State Program of the Russian Federation "Economic Development and Innovative Economy", "Concept of the Federal Target Program for the Development of Education for 2016-2020" , "Strategy for the development of education in the Russian Federation for the period up to 2025", etc.) is one of priority areas The preparation of a future teacher is the creation of conditions for increasing the professional competencies necessary for carrying out activities as a teacher. We are talking about organizing and conducting internships for bachelors studying in the direction of training "Pedagogical education".

Material and research methods. We have developed the project "Practice in the system of vocational education and personal growth of a future specialist", the purpose of which is to create conditions for the effective training of teaching staff that meet the needs of the regional labor market. It should be noted that the graduates of the branch work in the educational space of the Nizhny Novgorod region and meet the needs of its economic sphere in qualified personnel. Constant monitoring of employers allows us to state that they are generally satisfied with the quality of training of young specialists (the existence of problems discussed in society related to the need for qualitative changes in the teacher training system itself is not denied). Currently, the branch has concluded more than 1,000 contracts for student internships, a system of targeted contracts is in place, and individual educational routes for student interns are developed based on a competency-based approach, supported by legal support for internships. Monitoring the state of teacher education in the Nizhny Novgorod region made it possible to build a vector for the development of a system of practical training of teaching staff based on traditional and innovative forms of interaction between all participants educational process. Experienced teachers of practice bases, university teachers are involved in the management of students' practices.

We have created the scientific and methodological content of the internship, which allows the student to implement the internship program, the results of which are reflected in the technological map of the bachelor's personal growth. The work programs of the practice spell out the requirements for the input knowledge, skills and readiness of bachelors acquired as a result of mastering the previous parts of the BEP. Attention is focused on the knowledge, skills and abilities that are indicated in the "Professional standard of the teacher". In the process of internships, the authors of the programs choose modern educational technologies allowing to form competencies. The results of training in practice are thought out, characterizing the specific stages of the formation of competencies in cooperation with teachers and leaders of practice bases. Of great importance is the choice of forms and methods for the implementation of educational technologies in the development of content blocks. Planned learning outcomes in practice are proposed for each topic. Considering that independent work is the most important component of the student's activity during the internship, teachers determine the vector of independent practical work in an educational organization, which can be carried out in the following forms: maintaining a "Portfolio of professional achievements of a student-intern", studying legal documents, scientifically - methodical literature, Internet resources of teachers, websites of teachers and leading teachers, development of technological maps of lessons and educational activities, preparation of presentations, analysis of the work of a teacher-mentor, self-analysis of the formation of a student's professional position, introduction of new technologies and forms of education into their own educational process. Considering that the educational organization implements the Federal State Educational Standard, bachelors create an algorithm for the formation in their own lessons and during extracurricular activities universal learning activities and subject, meta-subject and personal results of students. The funds of assessment tools include a list of practice competencies indicating the stages of their formation in the process of mastering the educational program, indicating the learning outcomes (knowledge, skills, possessions) characterizing the stages of their formation, a description of indicators and criteria for assessing competencies at various stages of their formation. As forms of evaluation tools are modern products of professional pedagogical activity(mind map, book trailer, infogram, etc.). After the end of the practice, the student must submit to the department "Portfolio of professional achievements of the bachelor".

Portfolio of professional achievements - systematization of experience and knowledge accumulated by the trainee through the processing of professional information and teaching materials, reflecting his pedagogical activity as a teacher, class teacher, allowing to structure the directions of personal development and professional growth and think over interaction with qualified specialists and the administration of an educational organization, to give an objective assessment of the formation of competencies. The main goal of forming the "Professional Achievements Portfolio" is to accumulate and preserve documentary evidence of the student's individual educational and professional achievements in the process of mastering the internship program for the entire period of study. Tasks of the student's portfolio: development of motivation for educational and professional achievements; development of skills to objectively assess the level of development of competencies; development of the competitiveness of the future specialist in the labor market. The student's "Professional Achievement Portfolio" serves as an informative addition to the exam and interview with the employer, illustrating his educational activity and personal potential.

The content of the "Portfolio of student interns" (educational pedagogical practice, 3rd year, 6th semester, 3 credits, 108 hours) includes: a prescription for practice (stored in a personal file), a title page, information about the class (lesson schedule , class list with public assignments), internship diary, technological map of the educational event, presentation of the educational event, booklet for parents on topical issues of education and training of schoolchildren, pedagogical essay, technological map of the bachelor's personal growth, thanks received during the practice, photo - and video materials. To control the formation of competence, a differentiated test with an assessment is used, which is carried out on the basis of the results of the “Bachelor's Portfolio” check based on the technological map of the bachelor's personal growth. Assessment is carried out on the basis of a technological chart of the bachelor's personal growth, which presents the level of competence formation. This is a tool for independent professional certification of the activity of a student-trainee by specialists from the bases of practice, methodologists of the university, including mandatory self-assessment. Criteria and procedures for evaluating the results of practice, characterizing the stages of the formation of competencies, help the student to correct the results of pedagogical activity, to increase the grade. Typical control tasks or other materials necessary for evaluating the results of practice, characterizing the stages of the formation of competencies and for monitoring the formation of competencies, are methodological recommendations for working with a specific product of pedagogical activity. The proposed resource support for practice guides the student in the choice of scientific and methodological material necessary for modeling pedagogical activity.

Let us analyze the specifics of the formation of bachelor's competencies in educational pedagogical practice (3rd year, 6th semester), the purpose of which is the formation of practical skills and abilities necessary to carry out activities as a class teacher in the context of the implementation of a competency-based approach. A trainee mastering a bachelor's program in educational pedagogical practice must have the ability to solve the problems of education and spiritual and moral development of students in the classroom and outside learning activities(PC-3), readiness to interact with participants in the educational process (PC-6), the ability to organize the cooperation of students, maintain activity and initiative, independence of students, develop them Creative skills(PC-7). In the course of educational pedagogical practice, the following types of professional pedagogical activities are implemented: studying the opportunities, needs, achievements of students in the field of education; training and education in the field of education in accordance with the requirements of educational standards; the use of technologies that correspond to the age characteristics of students and reflect the specifics of subject areas; organization of interaction with public and educational organizations, children's groups and parents (legal representatives), participation in self-government and management of the school team to solve the problems of professional activity; formation educational environment to ensure the quality of education, including with the use of information technologies; ensuring the protection of life and health of students during the educational process. Since the trainee performs the functions of a class teacher, the types of professional activities are focused on the educational aspect.

When determining the performance indicators of the work of a student-trainee, we adhere to the concept that determines the qualitative characteristics of a particular area of activity. An indicator is something that allows you to display the progress of a process, its results, the state of the object of observation in a simple and understandable form for a person. For us, when determining indicators that characterize the performance of a student-trainee, it is important that this is a characteristic that is available not only for observation, but also for measurement. Under the indicator, we understand the criterion or sign, on the basis of which the measurement and evaluation of a particular process is carried out. Under the indicator, we mean a characteristic that is measured and which quantitatively characterizes any qualitative state, expressed through an indicator. Under the descriptor we will understand the description of the results of the activities of student interns at a certain level, expressed in specific actions (Table 1).

Table 1

Technological map for assessing the formation of students' competencies in the course of educational practice

	Indicators (generalized learning outcomes)	Descriptors (dynamics of learning outcomes expressed in specific actions)	Formed competencies
Practice diary	Requirements for registration of business documents. Reflection of all activities as a class teacher.	Fixing all types of activities as a class teacher.
Cluster "Pedagogical interaction"	Reliance on basic cultural values, modern principles of tolerance, dialogue and cooperation in considering the issue of pedagogical interaction. Informativeness, reasoning, the presence of cause-and-effect relationships between the components of the cluster.	Cluster development.
Routing educational event	The relevance of the topic of educational activities, its focus on solving key tasks in the field of education, identified in state documents. Correspondence of the theme of the VM with the age and individual characteristics students. Correspondence of the purpose and objectives of the VM to the selected methods. Reflection. Compliance of the plan of the conversation with its goal (the focus of the conversation is to develop in students a tolerant attitude towards social and cultural differences, a respectful and careful attitude to the historical heritage and cultural traditions). The relevance of the problem of the dispute, its compliance with the age characteristics of students. Completeness and correctness of the design of the list of references (availability of printed and electronic resources).	Development and implementation of educational activities.
Presentation of educational event	Requirements for the design and content of the presentation.	Development of a presentation for the VM.
Parent booklet	Booklet design requirements. Relevance and informativeness of the booklet.	Development of a booklet for parents on topical issues of raising and educating children.
Pedagogical essay	Requirements for writing a pedagogical essay.	Compilation of a written speech statement in the genre of a pedagogical essay.

Assessment of the formation of competencies is carried out on the basis of a technological map (table 2).

table 2

Technological map of personal growth of a bachelor

Student name			Type of practice	Educational (pedagogical)
Faculty, course			Terms of practice
Direction, training profile			Practice base
		Formed competencies
		Formed competencies		Classroom teacher	Methodist
	Practice diary
	Practice diary
	Cluster "Pedagogical interaction"
	Cluster "Pedagogical interaction"
	Technological map of VM


	VM presentation


	Parent booklet
	Parent booklet
	Pedagogical essay


	Total points
Each competency is evaluated in points from 3 to 5. The grade "satisfactory" for the bachelor is given with a score of 189 or less. The “good” mark for a bachelor is given with a score of 180 to 204. The mark "excellent" for the bachelor is given with the number of points from 205 to 225.

Thus, the individual educational route of trainee students demonstrates the degree of readiness to work as a class teacher.

Results of the study and their discussion. Accompanying future teachers in the process of entering the profession is carried out in different ways. For example, the Regional Competition of Research Projects “Our New School” for young scientists, organized as part of the activities of the Scientific and Methodological Center named after V.P. Vakhterov, functioning at the Department of Pedagogy and Psychology of Pedagogical Education.

The organization of the competition "Our New School", first of all, allows to involve students in scientific, practical and research activities, to prepare qualified teaching staff, to identify the most gifted and talented students. At the same time, participation in the competition not only develops students' interest in professional creativity, creative thinking and independence in solving scientific and pedagogical problems, but also contributes to the formation of a positive attitude towards the teaching profession, the use of their creative and intellectual potential to solve urgent pedagogical problems.

The research pedagogical project of the contestants, as a rule, is based on their own knowledge, is an independently conducted research, tested in practice in a real pedagogical space and confirmed in publications and speeches at conferences and seminars of various levels. The jury is the leading teachers of educational organizations of the city, scientists and teachers of the branch, employers. When evaluating the project, special attention is paid to the practical significance of the work. The competition is held annually in several areas related to topical pedagogical problems. For example: "Educational technologies in the educational process of a modern school in the context of the implementation of the Federal State Educational Standard"; "Civil-Patriotic Education of Youth"; "Technological methods of media education as a means of forming students' media literacy"; "Inclusive Education"; "System of support for gifted children"; “Preservation and strengthening of the health of young students”; "Pedagogy of Reading", etc. Students offer innovative pedagogical ideas, develop author's models and scientific and methodological support for teaching and educating schoolchildren, describe effective teaching and upbringing practices, test new programs, innovative methodological approaches and upbringing technologies. It is important to note that most of the projects submitted for the competition are of interest in the professional community, and are in demand by student interns and young teachers.

Participation in the competition "Our New School" allows us to solve the issue of preparing a new generation of teachers who are able to solve professional problems in a qualified, competent way, ready for innovation, for cooperation with all participants in the educational process, for the implementation of the social order of society.

Conclusions. Thus, new approaches to the organization and preparation of students' internships enable future teachers to freely enter an individual educational route, where the connections of all components of the content of training (subject, psychological-pedagogical, information-technical) with the practical professional tasks of the teacher are strengthened with the support of specialists from the bases of practices .

Bibliographic link

Lyovkina E.V., Mironycheva V.F., Kuzina I.V. SCIENTIFIC AND METHODOLOGICAL CONTENT OF THE PRACTICE OF BACHELERS IN CONDITIONS OF MODERNIZATION OF PEDAGOGICAL EDUCATION // Modern problems of science and education. - 2016. - No. 4.;
URL: http://science-education.ru/ru/article/view?id=24959 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

480 rub. | 150 UAH | $7.5 ", MOUSEOFF, FGCOLOR, "#FFFFCC",BGCOLOR, "#393939");" onMouseOut="return nd();"> Thesis - 480 rubles, shipping 10 minutes 24 hours a day, seven days a week and holidays

Igonina Ekaterina Vyacheslavovna Portfolio in the system of means for assessing educational and professional achievements of students of professional and pedagogical specialties: dissertation ... candidate pedagogical sciences: 13.00.08 / Ekaterina Vyacheslavovna Igonina; [Place of protection: Ros. state prof.-ped. un-t].- Yekaterinburg, 2013.- 183 p.: ill. RSL OD, 61 13-13/349

Introduction

Chapter 1. Theoretical and methodological foundations application of the portfolio in the assessment of educational and professional achievements of students 15

1.1. Experience in using portfolios in the practice of domestic and foreign educational institutions 15

1.3. Portfolio as a means of assessing the educational and professional achievements of students 54

Conclusions on the first chapter 75

Chapter 2 vocational training 78

2.1. Methodology for identifying and evaluating educational and professional achievements of students using RUMM 2030 78

2.2. Portfolio opportunities in assessing educational and professional achievements of students 95

2.3. Using a portfolio to form an integrative assessment of educational and professional achievements of students 118

Conclusions on the second chapter 140

Conclusion 143

References 146

Introduction to work

Relevance of the research topic. Occurring at the present stage of development Russian society changes put forward new requirements for the system of vocational education. The importance of the activities of teachers and masters of industrial training, who are ready to solve modern problems of training economically active workers and specialists, is growing. The goal of vocational pedagogical education is to form the personality of a graduate who is able to take on the role of a methodologist-organizer, director of training or technologist of the educational process. Great importance in accordance with the Concept of long-term socio-economic development of the Russian Federation for the period up to 2020, "Strategy 2020" acquires the training of a professional school teacher with developed abilities for creative transformation of reality and a high level of professional competencies. Achieving this goal can be achieved not through an increase in the volume of academic training, but through the introduction of pedagogical technologies into the educational process that solve the problem of forming and evaluating the design abilities of students for future professional activities. In connection with what has been said at the socio-pedagogical level, the relevance of the study is determined by the growing need of society for professional and pedagogical personnel who are ready to implement the project approach in solving theoretical and practical problems in their professional field.

Portfolio is one of the means that contribute to the formation and evaluation of students' design abilities. It is widely researched and applied in foreign pedagogy. Work on the creation and testing of its models is carried out in the USA, Canada, Great Britain, Germany, Sweden, Australia, Ukraine, Kazakhstan and other countries. In Russia, these developments are carried out both at the state level, an example of which is the “portfolio of achievements” of graduates secondary school and at the level of individual pedagogical communities.

According to the most common point of view, a portfolio is a collection of evidence created to demonstrate the results of a student's educational and extracurricular activities. However, the relevance of introducing a portfolio in domestic education is associated by experts with the justification of a different “understanding of it, which will make it possible to carry out the transformation of the educational process that is necessary today” (V.K. Zagvozkin). The use of a portfolio is hampered by the fact that the theoretical and methodological foundations for its construction and presentation are not sufficiently developed and do not fully correspond to the changes taking place in professional education. For this reason, at the scientific and theoretical level, the relevance of the study is determined by the need for scientific and theoretical substantiation of the application of the portfolio of students of professional and pedagogical specialties in the context of the implementation of federal state educational standards developed on a competency-based basis.

In the practice of vocational education, types of cumulative portfolios are mainly used, the pedagogical capabilities of which are limited. To a large extent, this concerns the diagnosis of educational and professional achievements of students. Various variations of the “portfolio of achievements” used for this purpose make it possible to obtain information about individual “visible” results vocational training through the fixation of external manifestations of students' activity. At the same time, educational and professional achievements as a personal educational result, representing the potential of a student at various stages of his educational and professional activity, has a latent integrative character. Thus, the need for the practice of professional and pedagogical education in a scientifically based portfolio model used to assess the educational and professional achievements of students determines the relevance of the study at the scientific and methodological level.

Key concepts of research.

Educational and professional achievement - an educational result to be evaluated in the form of an integrative set of latent qualities of a student's personality as a subject of educational and professional activity.

Latent quality is the quality of a student's personality that is not available for direct assessment and is determined operationally, that is, through a set of indicator variables (indicators).

An indicator variable (indicator) is a procedural or productive characteristic of a student's educational and professional activity, indicating the presence of signs of an assessed latent quality in him.

Evaluation of educational and professional achievements - comparison of the procedural and resultant characteristics of the student's educational and professional activities with a selected set of indicator variables.

Student's portfolio as a means of assessing educational and professional achievements - an integral set teaching materials, developed by the student through reflexive identification and registration of procedural and productive characteristics of educational and professional activities.

The degree of development of the problem. Portfolio research is currently underway in the following areas:

a generalization of foreign and domestic experience in the use of portfolios in educational practice is contained in the studies of V.K. Zagvozdkina, I.M. Kurdyumova, T.G. Novikova, M.A. Pinskoy, A.S. Prutchenkova, E.E. Fedotova;

consideration of the portfolio as one of the modern means of evaluating the results of education is reflected in the scientific works of N.F. Efremova, V.I. Zvonnikova, A.P. Cherniavskaya and others;

the study of the possibilities of a student's portfolio in the field of formation and diagnostics of competencies is carried out by O.V. Nikiforov, N.M. Savina, T.M. Ryumina, M.M. Shalashova and others;

N.V. Zelenko, L.S. Kolodkina, A.G. Mogilevskaya, A.A. Semenova, E.Kh. Tazutdinova and others;

the use of a portfolio in order to accompany the professional growth of teachers is the subject of consideration in the works of G.N. Levashova, L.P. Makarova, M.A. Pinskoy, T.V. Plakhova, M.M. Potashnik, L. Pronina, L.A. Romanenko, O.I. Friesen.

An analysis of psychological and pedagogical literature, as well as the experience of professional pedagogical educational institutions, makes it possible to identify a number of contradictions:

between the growing need of society for professional and pedagogical personnel, ready to implement the project approach in solving professional problems, and the use in the training of future teachers of vocational training of methods focused on the development by the student of known methods and methods of pedagogical activity;

between the recognition of the potential of the portfolio, which ensures the formation of the personality of the teacher according to modern requirements professional and pedagogical activity, and insufficient development of scientific and theoretical foundations aniy application of the portfolio in the preparation of students of professional and pedagogical specialties;

between the demand for a portfolio as a means of evaluating a latent integrative educational result - a student's educational and professional achievements - and portfolio varieties used in practice, focused on a summative representation of the "visible" results of educational and professional activities.

The indicated contradictions determine scientific field and allow us to formulate the research problem, which consists in identifying the scientific, theoretical and methodological grounds for using the portfolio in assessing the educational and professional achievements of students.

The relevance and insufficient development of the formulated problem determine the choice of the research topic: "Portfolio in the system of means for assessing educational and professional achievements of students of professional and pedagogical specialties."

The purpose of the study is to identify, define and substantiate the scientific, theoretical and methodological grounds for using the portfolio in assessing the educational and professional achievements of students.

The object of the study is the assessment of educational and professional achievements of students.

The subject of the research is the portfolio as a means of assessing the educational and professional achievements of students of professional and pedagogical specialties.

Based on the goal and problem, a research hypothesis was put forward, which consists in the assumption that the portfolio will be a means of assessing the student's educational and professional achievements if the following conditions are met:

the evaluation of the educational materials of the portfolio will be carried out on the basis of a set of indicator variables that reflect the content and structure of the student's educational and professional achievements;

the structure of the presentation and the content of the educational materials introduced by the student into the portfolio will reproduce the procedural and productive characteristics of educational and professional activities;

the allocation of procedural and productive characteristics of educational and professional activities in the materials of the portfolio will be carried out by the student through reflection.

In accordance with the goal and hypothesis put forward, the following research objectives were identified:

Theoretical and methodological basis of the study. The study is built taking into account the works reflecting the methodology and methodology scientific research in the field of pedagogy (Yu.K. Babansky, V.I. Zagvyazinsky, V.V. Kraevsky, M.N. Skatkin, etc.).
A systematic approach (B.S. Gershunsky, V.S. Lednev, etc.) allows us to imagine the use of a student's portfolio in assessing educational and professional achievements in the relationship of its goals, functions, structural and content characteristics and pedagogical conditions their implementation. The activity approach (P.Ya. Galperin, V.V. Davydov, A.N. Leontiev, etc.) determines the features of the representation of the process of forming a portfolio by a student who assumes the role of a subject of educational and professional activity. The competence-based approach (V.I. Baidenko, E.F. Zeer, I.A. Zimnyaya, Yu.G. Tatur, etc.) sets the benchmarks for the development of indicator variables used in assessing the portfolio, characterizing the educational and professional achievements of the student, in the context of implementation federal state educational standards.
The justification of the portfolio capabilities in improving the evaluation of the results of training professional and pedagogical personnel is based on the following provisions: the theory of vocational and pedagogical education (P.F. Kubrushko, G.M. Romantsev, E.V. Tkachenko, V.A. Fedorov, etc. ), theories pedagogical diagnostics(V.S. Avanesov, A.S. Belkin, etc.), the theory of norms in vocational education (E.A. Korchagin), the concept of continuous professional education (S.Ya. Batyshev, A.M. Novikov, etc.) , research in the field of vocational training technologies (A.A. Verbitsky, D.V. Chernilevsky, N.E. Erganova), psychological and pedagogical approaches to the disclosure of the essence of reflection (N.G. Alekseev, V.A. Metaeva, G.P. Shchedrovitsky, etc.) and the procedural-effective approach to the presentation of the process of formation and diagnostics of competencies (I.A. Zimnyaya, M.D. Ilyazova, S. V. Kiktev, and V. A. Shiryaeva).
The theoretical foundations for the development and presentation of the portfolio are presented by the works of domestic authors who study its possibilities in the context of general education (S.I. Nikitina, M.G. Ostrenko, M.A. Pinskaya, I.N. Titova, Yu.V. Kharitonova, etc.). ), professional (N.M. Vishtak, V.V. Korshunova, etc.), including vocational-pedagogical school (Yu.O. Loboda, O.V. Nikiforov, E.Kh. Tazutdinova, etc.), and identifying the level of qualification of teaching staff (M.E. Inkov, V.D. Shadrikov, etc.), as well as foreign specialists (D. Baum, V. Weber, J. Muller, J. Strivens, etc.). An experimental study of the portfolio is carried out taking into account the provisions of the theory of measurement of latent variables (V.S. Avanesov, A.A. Maslak).
The following research methods were used to solve the set tasks and test the hypothesis put forward: a) theoretical - study and analysis of psychological, pedagogical and methodological literature on the research problem, normative and educational and program documentation; theoretical portfolio modeling; methods of socio-pedagogical design (method of analogy and method of creating scenarios), general scientific methods of theoretical research (analysis and synthesis, classification, comparison, abstraction and concretization, idealization, etc.); b) empirical - studying the experience of using a portfolio in the educational process; psychological and pedagogical methods of collecting information (pedagogical observation, questioning, testing and psychodiagnostic methods, the method of expert assessments and the method of self-assessment); c) mathematical and statistical - processing the results of experimental work using a program for measuring latent variables.
The research base was provided by the Russian State Vocational Pedagogical University. 388 students took part in the experimental search work.
Research stages. The study was carried out in three stages.
At the second stage - the design stage (2009 - 2011) - the theoretical and practical material on the research problem; substantiated the possibility of application and designed a portfolio model used in the assessment of educational and professional achievements; a methodology for conducting experimental work was developed. The main methods at this stage were general scientific methods of theoretical research; studying the experience of evaluating educational and professional achievements of students of professional pedagogical educational institutions; theoretical modeling; pedagogical observation and questioning.
At the third stage - experimental (2011 - 2012) - the methodology for conducting experimental work was refined; in the experimental approbation of the portfolio, the methodology for implementing the evaluation procedure with its use, the structural and content characteristics of the portfolio were corrected; analysis, generalization and systematization of the results obtained during the study, correction of conclusions and practical advice; the results of the dissertation research were presented. The main methods at this stage were pedagogical observation, testing and psychodiagnostic methods, the method of expert assessments and the method of self-assessment, questioning; methods for processing the results of experimental work using the RUMM 2030 dialog system.
The scientific novelty of the research is as follows:
1. 1. 4. A set of indicator variables has been identified that reflects the content and structure of the student's educational and professional achievements in the design of learning technologies: a system of test tasks, indicators for evaluating the process and results of design activities, indicators for diagnosing reflexive abilities, and indicators for evaluating the quality of a student's portfolio. This complex is substantiated by the results of evaluating the portfolio of students of professional and pedagogical specialties using a program for measuring latent variables.
    The theoretical significance of the study is as follows:
    1. 1. The definition of the portfolio proposed for assessing the educational and professional achievements of students is formulated as an integral set of educational materials developed by the student through the reflexive identification and design of the procedural and productive characteristics of educational and professional activities.
        
        A descriptive and prescriptive description of the accounting and information, control and diagnostic and control and corrective functions of the portfolio is presented, which, when assessing the educational and professional achievements of a student, are proposed to be implemented taking into account the set of rules for collecting, accumulating, selecting, processing, analyzing and presenting the educational materials included in it.
        
        The content of the concepts used when working on a portfolio has been clarified: “general portfolio” and “current portfolio”, “training material”, “main material” and “accompanying material”, “document” and “work”, “review” and “reflection result” ”, “portfolio section” and “portfolio heading”, “portfolio invariant component” and “portfolio variable component” - in relation to the assessment of educational and professional achievements of students of a professional school.
        
        The practical significance of the study is determined by the use of the results obtained in order to improve the process of training professional and pedagogical personnel:
        the methodology for developing indicator variables characterizing the educational and professional achievements of future teachers of vocational training is described and justified, using the example of evaluating the process and results of their activities in the design of teaching technologies. This methodology is applicable to substantiate indicators reflecting the structure of professional competencies in any area of bachelor's training;
        educational materials that were used in the assessment of educational and professional achievements and were included in the content of the portfolio of the future teacher of vocational training, introduced into the educational process of the discipline "Pedagogical technologies" of the specialty 050501.65 Vocational training (by industry) (030500);
        didactic and methodological support of students' activities in the development of a portfolio is used to prepare bachelors of vocational training for "organizing the activities of students in collecting a portfolio of evidence of educational and professional achievements" (PC-30 according to the Federal State Educational Standards of Higher Professional Education in the direction of training 051000 Vocational training (by industry) (qualification (degree ) "Bachelor");
        The following provisions are put forward for defense:
        The portfolio used in assessing the personal educational result - the student's educational and professional achievements - is a portfolio of a reflective type. It is a holistic set of educational materials developed by the student through the reflective selection and design of procedural and productive characteristics of educational and professional activities.
        
        Educational and professional achievements of a student have a latent integrative nature, therefore, they can be identified operationally, through a set of procedural and productive characteristics of educational and professional activities. For this reason, the evaluation procedure using portfolios is proposed to be carried out on the basis of indicator variables that operationally reflect the content and structure of the educational and professional achievements being assessed.
        
        Formation, experimental testing and substantiation of a set of indicator variables used in the evaluation of students' educational and professional achievements presented in the portfolio are proposed to be carried out in accordance with the theory of measuring latent variables (G. Rasch's metric system). This methodology for developing and adjusting the set of indicator variables satisfies the requirements for creating a holistic and objective assessment tool.
        
        The reliability and validity of the results of the study is ensured by the analysis modern achievements psychological and pedagogical science, taking into account the experience of foreign and domestic educational institutions in solving the problem of research; focus on modern approaches to the assessment of educational and professional achievements; the choice of methods and the creation of conditions for their application, adequate to the object and subject, goals and objectives of the study; the duration and effectiveness of the experimental work; using the means of mathematical and statistical processing of the results of evaluating educational and professional achievements.
        Approbation and implementation of the research results were carried out as follows:
        Organization and conduct of experimental work among students of the second, third and fourth courses of the Federal State Autonomous Educational Institution of Higher Professional Education "Russian State Vocational Pedagogical University".
        
        Participation in competitions of research papers on the theory and methodology of vocational education (Krasnoyarsk, 2010; Yekaterinburg, 2011; Kyiv / London, 2011).
        
        Speech at the Olympiad in Pedagogy for Postgraduate Students of the Commonwealth of Independent States (Chelyabinsk, 2010) and the Interregional Olympiad for Postgraduate Students in Pedagogy (Chelyabinsk, 2011).
        
        Preparation and publication of 15 scientific papers on the research problem, including three articles in publications recommended by the Higher Attestation Commission of the Russian Federation (Krasnoyarsk, 2010; Yekaterinburg, 2011; Riga / Moscow, 2012).
        
        Participation in the research project No. 16-321-12 "Designing the professional training of masters of vocational training for educational institutions of an innovative type" within the framework of the state task of the Ministry of Education and Science of the Russian Federation.
        
        Participation in scientific and practical conferences on the problems of vocational education, including international (Novosibirsk, 2011; Moscow, 2011 and 2012) and all-Russian (Nizhny Tagil, 2010; Kumertau, 2010; Neryungri, 2010; Yekaterinburg, 2011; Kazan, 2012) levels.
        
        The structure and scope of the dissertation. The dissertation consists of an introduction, two chapters, a conclusion, a list of references, including 255 sources, including 24 foreign ones. The text of the dissertation is presented on 183 pages, includes 16 tables, 23 figures and 3 appendices.
        
        The content and methodology for the implementation of the assessment procedure using the student's portfolio
        The justification of the portfolio capabilities in improving the evaluation of the results of training professional and pedagogical personnel is based on the following provisions: the theory of vocational and pedagogical education (P.F. Kubrushko, G.M. Romantsev, E.V. Tkachenko, V.A. Fedorov, etc. ), the theory of norms in vocational education (E.A. Korchagin), the theory of pedagogical diagnostics (V.S. Avanesov, A.S. Belkin and others), the concept of continuing professional education (S.Ya. Batyshev and A.M. Novikov), research in the field of vocational training technologies (A.A. Verbitsky, D.V. Chernilevsky, N.E. Erganova), psychological and pedagogical approaches to revealing the essence of reflection (N.G. Alekseev, V.A. Metaeva, G. P. Shchedrovitsky and others) and a procedural-productive approach to presenting the process of formation and diagnostics of competencies (I.A. Zimnyaya, M.D. Ilyazova, SV. Kiktev, V.A. Shiryaeva).
        The theoretical foundations for the development and presentation of the portfolio are presented by the works of domestic authors who study its possibilities in the context of general education (SI. Nikitina, M.G. Ostrenko, M.A. Pinskaya, I.N. Titova, Yu.V. Kharitonova, etc.), professional (N.M. Vishtak, V.V. Korshunova, etc.), including the professional pedagogical school (Yu.O. Loboda, O.V. Nikiforov, E.Kh. Tazutdinova, etc.), and identifying the level of qualification of teaching staff (M.E. Inkov, V.D. Shadrikov), as well as foreign specialists (D. Baume, J. Mueller, J. Strivens, V. Veber, etc.). An experimental study of the portfolio is carried out taking into account the provisions of the theory of measurement of latent variables (G. Rasch's metric system) (V.S. Avanesov, A.A. Maslak, etc.).
        To solve the tasks and test the hypothesis put forward, the following research methods were used: a) theoretical - the study and analysis of psychological, pedagogical and methodological literature on the research problem, normative and educational and program documentation; theoretical portfolio modeling; methods of socio-pedagogical design (method of analogy and method of creating scenarios), general scientific methods of theoretical research (analysis and synthesis, classification, comparison, abstraction and concretization, idealization, etc.); b) empirical - studying the experience of using a portfolio in the educational process; psychological and pedagogical methods of collecting information (pedagogical observation, questioning, testing and psychodiagnostic methods, the method of expert assessments and the method of self-assessment); c) mathematical and statistical - processing the results of experimental work using a program for measuring latent variables.
        The research base was provided by the Russian State Vocational Pedagogical University. 388 students took part in the experimental search work. Research stages. The study was carried out in three stages.
        At the first stage - search and research (2008 - 2009) - the research topic was determined and comprehended; its methodological and theoretical aspects; the analysis of scientific and theoretical sources, normative and educational and program documentation was carried out; the main directions of research were singled out; contradictions were formulated, the problem, purpose and tasks, object and subject of research were defined. The main methods at this stage were general scientific methods of theoretical research; study and analysis of psychological, pedagogical and methodological literature on the problem of research, normative and educational and program documentation; analysis and generalization of the experience of using the portfolio in education.
        At the second stage - design (2009 - 2011) - the theoretical and practical material on the research problem was systematized and generalized; the possibility of application was substantiated and the portfolio model used in the assessment of educational and professional achievements was designed; a methodology for conducting experimental work was developed. The main methods at this stage were general scientific methods of theoretical research; studying the experience of evaluating educational and professional achievements of students of professional pedagogical educational institutions; theoretical modeling; pedagogical observation and questioning.
        At the third stage - experimental (2011 2012) - the methodology for conducting experimental work was refined; in the experimental approbation of the portfolio, the methodology for implementing the evaluation procedure with its use, the structural and content characteristics of the portfolio were corrected; analysis, generalization and systematization of the results obtained during the study, adjustment of conclusions and practical recommendations were carried out; the results of the dissertation research were presented. The main methods at this stage were pedagogical observation, testing and psychodiagnostic methods, the method of expert assessments and the method of self-assessment, questioning; methods for processing the results of experimental work using the RUMM 2030 dialog system.
        
        Portfolio as a means of assessing the educational and professional achievements of students
        One of the leading activities of a professional school teacher at the present time, associated with the development of innovative processes in education, N.E. Erganova calls diagnostic activity . Diagnosis (from the Greek "diagnostikos" - able to recognize) means the process of determining the features of an object, which involves knowing their signs, and on this basis making a decision about its condition, that is, establishing a diagnosis (from the Greek "dia" - transparent and " gnosis" - knowledge). In dictionaries of psychological and pedagogical terms and concepts, as well as scientific and educational and methodological works affecting certain aspects of pedagogical diagnostics, it is defined as a research procedure ( I.N. Kuznetsov), the process of studying the observed pedagogical phenomenon (V.I. Zagvyazinsky ), a system of specific activities of teachers and teaching teams (V.S. Avanesov), a set of monitoring and evaluation techniques aimed at solving problems of optimizing the educational process (B.M. Bim-Bad), activities to establish and study signs that characterize the state and results of the learning process (G.M Romantsev and others), etc.
        To reveal the content of the concept of "pedagogical diagnostics", the authors use the words "study", "identification", "clarification", "establishment", "research", "recognition", etc. as denoting those procedures that make it possible to obtain all the necessary information about the object under study. At the same time, not every study of a pedagogical phenomenon, accompanied by obtaining information about it, can be considered diagnostic. Analyzing distinctive features diagnostic process, A.S. Belkin suggests using the term " diagnostic study”, meaning by it such a study of the object, which would involve a comparison of its two pictures: normative, previously studied and described in detail, and actual, that is, really existing. Therefore, diagnostic information includes not only information about the state of the object, but also about the degree of its compliance with established standards, the reasons for the identified deviations, the main trends in its development, the need and possibility of adjusting this process.
        Based on the methodology of diagnostic activity described above, researchers identify key components that are subject to mandatory development when it is set up in an educational institution. These include specific means as those materials and methods as those methods that can be used to recognize the deviation of the actual state of the diagnostic object from its reference value. In the context of modernization of the system of vocational education in line with the competence-based approach, which actualizes the study of the problem of diagnosing students' competencies, the question of the composition of its means and methods remains open. Although in separate works(B.C. Avanesov, D.P. Zavodchikov, V.K. Zagvozkin, I.A. Zimnyaya, M.E. Inkov, N.V. Kozlova and O.G. Berestneva, O.V. Nikiforov, V.D. Shadrikov and I.V. Kuznetsov and other researchers), attempts are being made to give a systematic description of them.
        Diagnostics in modern educational conditions appears as a long and multi-component process, the main components of which experts attribute at least two: measuring the student's readiness to fulfill the tasks of the future professional field and evaluating the educational activities carried out by him according to clearly defined and normatively approved criteria. The first of these components refers to the identification of professionally significant knowledge, skills and qualities of the student and involves the use of specially developed and tested tools, among which a special place is given to psychodiagnostic methods and certified tests. The second one is aimed at establishing the student's ability to apply the totality of the identified knowledge, skills and personal qualities to solve the problems of educational or quasi-professional activities using the methods of expert, mutual assessment and self-assessment. Thus, measurement and evaluation "are included in the diagnosis as necessary components" .
        The use of a portfolio, apparently, should be attributed to the second of the components mentioned above. The proof of this can be the use by foreign experts of the concept of "portfolio" in the context of the study of methods of "alternative", "authentic", "included", etc. assessment, one of which is the portfolio method or "portfolio assessment" (from the English "to assess" - evaluate, evaluate on merit). In a number of domestic works devoted to modern means of evaluating the results of education (N.F. Efremova, V.I. Zvonnikov, A.P. Chernyavskaya and B.S. Grechin, etc.), the portfolio is mentioned in a number of tools that correspond to what is happening in the control -assessment system of domestic educational institutions changes. The lack of methods for diagnosing students' competencies also increases interest in the portfolio: it is increasingly attracting the attention of researchers as a tool for evaluating the results of professional education (X. Keurulainen, M.S. Mukhina, O.V. Nikiforov, G.M. Romantsev, T.V. Ryumin and others).
        Evaluation educational outcomes in the works of individual authors it appears as a process: determining achievements in relation to specified criteria, requirements or normative indicators; establishing the degree of compliance of educational results with the system of state and public requirements; comparison of educational and professional achievements with what is “chosen as the base system for grading” (the results of other students, the requirements of the program or educational standard, a priori assessments of educational and professional achievements, the effort expended), etc. Thus, the assessment is represented by the majority researchers as a process of comparison, according to a certain methodology, of the obtained evaluation data with a pre-developed standard that has a social or educational value character. However, the purpose of this comparison is modern conditions it is proposed to consider not so much the identification of the results of vocational training (“final” or “assessment for the sake of control”), but also their multilateral analysis with the determination, on the basis of the findings, of directions for improving the quality of education (“formative” or “assessment for the sake of development”).
        Disclosure of the content of the procedure for assessing educational and professional achievements with the help of a portfolio is carried out by specialists according to the logic presented above: as “comparison of established requirements with a set of documented testimonies contained in it”. At the same time, considering the portfolio as “an addition to the existing system for monitoring and evaluating learning outcomes”, SI. Nikitina points to its possibilities in deepening the implementation of the main functions of pedagogical diagnostics. To such, she, in particular, refers to "accounting and information", "control and diagnostic" and "control and corrective" functions. According to the point of view we are developing, it would be more correct to present them not as independent functions of the portfolio, but as its “diagnostic function”, implemented in a special way at individual stages of the full cycle of the evaluation procedure. This opinion is explained by the fact that the sequence of actions fixed in them, lying at the basis of the system of individual cumulative assessment, contributes to a more complete disclosure of the assessment procedure in the process of working on a portfolio: from collecting various certificates to applying the results of their assessment in order to adjust the student's educational and professional activities.
        The even-information function of a portfolio is essentially similar to its function, which is designated by a number of researchers (G.B. Golub, A.V. Mosina, O.V. Churakova) as “cumulative” (collection of different-quality educational materials and other certificates accompanying the training process) or “substantial” (ensuring the storage of selected training materials and other accompanying documents) . Due to the fact that the problem of long-term collection and accumulation of evidence of a student's educational and professional activity is not so typical for other assessment tools, researchers recognize some specificity of its implementation in relation to a portfolio.
        Let us especially note the still remaining unresolved issue of determining the necessary and sufficient in each specific case of developing a portfolio of a set of evidence included in it. At present, there is no clear list of items or items to be included, or the listing is too long. Evidence of this may be such remarks by researchers as: “A portfolio can include a wide variety of materials”, “A portfolio can contain everything from ... to ...”, “Apparently, there is a significant number and variety of student works that can be selected as samples included in the portfolio, etc. . The solution of the problem of collecting and accumulating materials in such conditions is completely dependent on the expert opinion of the teacher, the teaching staff or the methodological commission of the educational institution implementing it. For this reason, it is not the lack of uniform recommendations for filling the portfolio that is more problematic, but rather the lack of clear criteria that should be taken as the basis for the process of such filling.
        Some guidelines for resolving the identified issue are set by researchers (J. Mueller, L. Vanyushkina, E.Yu. Kudryavtseva, T.G. Novikova, etc.) when substantiating the position that the development of a portfolio should begin with a goal-setting procedure, since it will provide an opportunity fix the goal of the educational process, on the one hand, and the tasks of introducing a portfolio into this process, on the other. A certain clarity can be made by the subsequent correlation of the goals set with the possibilities of portfolio forms already widely used in domestic and foreign practice (Table 2). Despite the fact that the diagnostic function is implemented by any portfolio, the requirement for evaluating educational and professional achievements from among its varieties is met mainly by its evaluative version.
        
        Possibilities of the portfolio in assessing the educational and professional achievements of students
        The content of the main stage of the experimental work was the organization of the work of students on the reflexive identification and design of procedural and productive characteristics of educational and professional activities in the materials of the developed portfolio. Students of the specialty 050501.65 Vocational training (by industry) (030500) took part in the experimental work at this stage: design; informatics, computer engineering and computer technologies; economics and Management; electric power industry, electrical engineering and electrotechnologies - a total of 192 people. In the portfolio, they were asked to display the process and results of activities carried out at lectures and seminars in the discipline "Pedagogical technologies" (invariant component), and other materials corresponding to the characteristics of the portfolio and developed as part of independent work (variable component) (Appendix 1) .
        Interaction with students took place in the mode of consulting support for their individual and group work on the consistent creation of a portfolio (Table 6). It should be noted that the name of the stages indicated in the table and the features of their content were determined taking into account the results of research on the portfolio of a university student E.V. Grigorenko with amendments according to the procedural structure of educational and professional activities described in the previous paragraph.
        The development of indicator variables reflecting the structure and content of educational and professional achievements of the future teacher of a professional school in the field of designing teaching technologies, as a normative educational result, was carried out in accordance with the requirements of educational and program documents. With this in mind, a set of tasks of theoretical, design and reflective content was formed, the progress and results of which, as an invariant component, were displayed by the student in the portfolio. The subject of assessment, based on the requirements for the process and results of educational and professional activities within the discipline "Pedagogical Technologies", was professionally significant knowledge, design skills and reflective abilities of the student. For the purpose of their formative assessment (the third and fourth stages according to Table 6), the following were developed and used: professionally significant knowledge - a system of 35 closed-type test tasks with one and several correct answers, including situational ones, aimed at identifying the results of mastering integrated educational elements of the discipline "Pedagogical technologies"; design skills and abilities - a set of ten aggregated indicators of expert and self-assessment of the progress and results of the design of three learning technologies: concentrated learning technologies (CLT), modular learning technologies (MLT) and gaming technology(IT);
        The content of the activities of the student and the teacher at various stages of their joint work on the portfolio p / p Name of the pan of work on the portfolio The content of the stage of the student's work on the portfolio The results of the student's work on the portfolio The content of the teacher's activity to the discipline of the lecture and independent work with a list of recommended literature and a glossary of key concepts Abstract of the introductory lecture Cluster of key concepts used in the development of the portfolio
        The stage of motivation and purposeful fulfillment. development of a structure and plan Formulation of the goal and objectives of studying the discipline Selection of portfolio characteristics (based on the graph-scheme "Varieties of the student's portfolio") Justification of the restrictions introduced in the portfolio Drawing up a work plan for the portfolio for the semester Planning the content of the portfolio working programm And educational literature by discipline Studied schedule Completed title page Completed introduction of portfolio 1 Portfolio planned content Development and issuance of a set of assignments for the semester with a discussion of their content and delivery procedure Acquaintance with the content title page and introductions, consulting on their completion
        Ethane of collecting and designing materials of lore folio Purposeful and systematic development of educational materials in accordance with the procedural structure of educational and professional activities and the logic of the discipline. With their processing and presentation in the current portfolio Selection of materials from the current to the general portfolio The totality of educational materials of the current portfolio The formalized content of the general portfolio and its main sections filled with educational materials projects of three technologies)
        1 Portfolio trial and presentation stage Identification, discussion and elimination of difficulties in portfolio development through participation in a thematic workshop Develop and refine portfolio training materials Final adjustment of the content and design of the portfolio and its preparation for public presentation Portfolio assessment indicators Adjusted and completed overall portfolio, ready for presentation at the final lesson A developed plan for presenting the portfolio at the final lesson Preparation and implementation thematic lesson(viewing current portfolios With their discussion; diagnostics of reflective abilities, development of indicators for evaluating students' portfolios)
        5 Portfolio presentation stage according to its purpose Presentation of an iodized general portfolio at the final lesson but discipline with its expert, mutual and self-assessment Participation in the discussion and assessment of one’s own and other students’ portfolios Results of self-assessment of one’s own general portfolio development of evaluation sheets; development of presentation regulations; its holding with a discussion of the results)
        6 Stage of assessment of the results of activities Finalization of accompanying materials Summing up the development and presentation of the portfolio Finalization of the overall portfolio Passing the portfolio for the exam A set of developed supporting materials Conclusions on the results of the development and presentation of the portfolio Processing of evaluation sheets Data analysis in RUMM 2030 Counseling students Accepting the general portfolio
        It should be noted that depending on the content of the assessed educational and professional achievements, the structural component of the portfolio presented in the first chapter of this work can be filled with various materials. However, they must meet the requirements of compliance with its purpose and variety, the features of the process and the results of the stages of educational and professional activity displayed in them, as well as the main indicators of the quality of the assessment tool. For this reason, the diagnostic characteristics of each of the tools we developed were analyzed.
        Diagnostics of professionally significant knowledge. As a method of diagnosing students' knowledge, as one of the most objective, the testing method was chosen. The formed set of indicators consisted of 35 closed-type test tasks with one and several correct answers, including those of a situational nature, aimed at identifying the quality of mastering the educational elements of the course "Pedagogical technologies" by students (Appendix 2). The task system was analyzed in order to determine the possibility of its use for the current diagnostics of students' knowledge of the theoretical foundations of designing and applying modern pedagogical learning technologies. The results obtained as a result of testing served as the basis for correcting the set of test tasks with the definition of their composition, which would be possible to use as an invariant educational material for the portfolio developed by students.
        Students of five groups of the specialty 050501.65 Vocational training (design), with a total number of 95 people, took part in the testing (the third stage according to table 6). Each was offered a set of test tasks, the performance of which was recorded using a dichotomous scale: 0 points - “the task was not completed or completed incorrectly” and 1 point - “the task was completed correctly”. The impact of test items was found to be directly proportional to the assessed latent variable "knowledge of the theoretical foundations for the design and application of learning technologies." The results obtained were processed using the RUMM 2030 program, and its ability to characterize the behavior of not only individual test tasks, but also those developed within each distractor was used.
        100 The conducted analysis showed that the formed set of test tasks can be used to diagnose students' knowledge of the theoretical foundations of the design of pedagogical technologies. This is confirmed by the value of the separability index, equal to 0.6332, which indicates the possibility, using a set of studied indicator variables, to differentiate diagnosed by the level of their educational and professional level.
        sional knowledge. The empirical level of significance of the statistic x, which was 0.068119, makes it possible to state that the developed set of test items is compatible.
        The characteristics of test items made it possible to identify their main types: 1) "ideal" items, which are most suitable for diagnosing professionally significant knowledge, since the value of x2 statistics for them exceeds 0.9 (i29, ij, fe u)i 2) inadequate tasks with the lowest value of this statistic, not exceeding its minimum level (//0, і4у і3, ііb); 3) tasks that have high level difficulties (i3h ij2i b 9 h$)i 4) tasks that have low level difficulties (і2о, і/з, h, h) - Taking into account the data obtained, an analysis was carried out that were incompatible with the general set of test items (//о, і ij, he). that poorly prepared students answer it better than average and well prepared ones, and also much better than expected: the first experimental point in the correct (third) answer lies above the characteristic curve and the other two experimental points lying below it (Figure 11). In other words, test has a "disordered" answer, which may be caused by a defect in its composition, in connection with which only poorly prepared students understand it correctly.
        
        Using a portfolio to form an integrative assessment of educational and professional achievements of students
        The analysis and adjustment of the developed set of indicator variables was carried out using the RUMM 2030 program with a focus on the totality of quality indicators of the results of our evaluation procedures. Among the main indicators: the degree of compliance of indicator variables with the model for measuring educational and professional achievements and the compatibility of their set (statistics jf); differentiating ability of indicators (separability index and range of variation in assessments of educational and professional achievements); reliability of estimation results (Cronbach's alpha, Pearson and Spearman-Brown reliability measures, Gutman coefficient); the values of the assessments of the difficulty of the indicator variables and the level of development of the assessed qualities; indicators of the joint distribution of these estimates on a linear interval scale (graphs of the joint distribution of estimates); characteristics of the behavior of options (characteristic curves of indicator variables) and response categories for each of the indicators, etc.
        The survey conducted at the final stage of the experimental work made it possible to say that the development and presentation of the portfolio is considered by the majority of students as interesting and significant for their personal and professional development type of educational and professional activity. At the same time, the existing conditions of their professional and pedagogical training are not assessed by them as fully conducive to the realization of the developing potential inherent in the portfolio. Identified in this way and described in the dissertation work, the “weaknesses” of assessing educational and professional achievements using a portfolio should be considered as the main directions for further research of this assessment tool.
        The relevance of the study of scientific, theoretical and methodological grounds for the use of a portfolio in assessing the educational and professional achievements of students of professional pedagogical specialties is determined by the need to improve the training of future teachers of vocational training, taking into account the basic requirements for the development of the system of professional and pedagogical education in modern conditions. These requirements, reflecting the need to change the content and mode of interaction between the teacher and the student, cannot but affect the features of the organization and implementation of evaluation activities. The latter is increasingly considered by researchers in the context of building subject-subject interaction between a teacher and students, consciously and independently. problem-solving initiation, design, construction, implementation and evaluation of the process and results of educational and professional activities.
        Acting as the main object of pedagogical assessment, the educational and professional activities of the future teacher of vocational training cannot be fixed by means of varieties widely described in the scientific literature, guidelines and normative documents of the “portfolio of achievements”. Being aimed at obtaining information about individual "visible" results of the student's professional and pedagogical training, they cannot give a unified and complete picture of his readiness to implement individual stages of the integral cycle of ongoing activities. The portfolio, considered as a set of educational materials developed by the student through the reflexive identification and design of the procedural and productive characteristics of educational and professional activities, makes it possible to overcome this limitation.
        At separate stages of joint work of a student with a teacher on a portfolio, accounting and information, control and diagnostic and control and corrective functions can be implemented with its help. The implementation of these functions, taking into account the set of rules formed in the dissertation research, provides a solution to the problems of consistent and purposeful collection, accumulation and selection, processing, analysis and presentation of information necessary to make a reasonable conclusion about the state of the student as a subject of educational and professional activities. The educational and value result of the assessment procedure using a portfolio is the identified educational and professional achievements, reflecting the student's ability and willingness to apply the available professionally significant knowledge, skills and abilities, various kinds of abilities, etc. to effectively solve the tasks of the activity being mastered.
        The model of the portfolio proposed for evaluating the educational and professional achievements of a student includes functional-target, structural, content and resulting components. The portfolio, formed and used taking into account the proposed model, provides an opportunity for long-term and multilateral tracking of the above-mentioned qualities of a student's personality as a subject of educational and professional activities. These qualities should be considered as personal educational results of mastering the generalized methods of activity by the student, carried out in the course of reflexive processing of its main structural components: goals and objectives, methods, means, etc.
        The student's educational and professional achievements have a latent integrative character, which is why they can only be identified operationally - on the basis of a holistic set of indicator variables that reflect their structure and content and serve as a "standard" when evaluating student portfolio materials. The need to comply with the basic attributes of pedagogical diagnostics, as well as ensuring High Quality the results obtained with its help in terms of their validity, reliability, objectivity and effectiveness determines the choice of approach to obtaining, processing and presenting the results of the assessment procedure carried out using Port 145 Folio. It is based on the provisions of the theory of measurement of latent variables (G. Rasch's metric system).
        The advantages of the theory of measurement of latent variables (the probabilistic and one-parameter nature of the G. Rasch model, the elimination of the subjectivity factor, the use of a linear interval scale of a single unit of measurement "logit", etc.), as well as the statistical and mathematical capabilities of programs for measuring latent variables, allow for a multidimensional analysis of the developed population indicator variables in terms of the main indicators of the quality of the results obtained with its help. Among them is the degree of conformity of the indicator variables to the measurement model and the compatibility of their set; differentiating ability of indicators; reliability of diagnostic results; the values of the estimates of the difficulty of the indicator variables and the level of development of the diagnosed quality; indicators of the joint distribution of these assessments, including its density, normality and uniformity, on a linear interval scale; characteristics of the behavior of response options and categories for each of the indicators, etc.
        Conducted experimental work makes it possible to conclude that the set of indicator variables presented based on its results characterizing the educational and professional achievements of future teachers of vocational training in the field of "design and application of individualized, activity- and student-oriented technologies and teaching methods" (PC-17) and used when assessing their portfolio, can be considered as a holistic assessment tool. However, the dissertation research does not exhaust the entire content of the problem raised in it, allowing us to identify possible directions for its further study. They can be associated with the identification, definition and justification of the scientific, theoretical and methodological grounds for using the portfolio in the final and current assessment of the general competencies of students, in the procedures for competitive selection and state certification of applicants and graduates of vocational pedagogical educational institutions.
        
        Similar dissertations to Portfolio in the system of means for assessing educational and professional achievements of students of professional and pedagogical specialties

UDC 378+37.0

Kravchenko Elena Vladimirovna

Head of training and production practice of the Kuibyshev branch of the Novosibirsk State Pedagogical University, [email protected], Kuibyshev.

PORTFOLIO IN THE SYSTEM OF PROFESSIONAL ACHIEVEMENTS OF STUDENTS*

Annotation. The article discusses the portfolio technology that is being actively introduced into the practice of educational institutions. The author proposes a student portfolio model at a university as one of the alternative methods of assessment technologies based on the use of a competency-based approach.

Key words: specialized education; student portfolio; teaching practice; professional competence; competence assessment.

Kravchenko Elena Vladimirovna

Chief internship supervisor of Kuibyshev branch of the Novosibirsk State Pedagogical University, [email protected], Kuibyshev.

PORTFOLIO IN THE SYSTEM OF STUDENT'S PROFESSIONAL ACHIEVEMENTS

abstract. The article deals with the problem of portfolio technology that has been actively put into practice of educational establishments. The author presents the model of student’s portfolio at the university as one of the alternative methods of rating technologies based on the usage of competence approach.

Keywords: profile education; student's portfolio school internship; professional competence;

competence rate.

In the context of the transition to profile education, new requirements are imposed on the teacher specialized school, and, accordingly, to the preparation of students of pedagogical universities, filling the content of training with additional characteristics. L.V. Koroleva, M.Yu. Korolev, N.I. Odintsova, N.S. Puryshev and I.M.

Smirnova distinguishes two conditional blocks in the preparation of students: pre-profile and profile [see, for example, 2]. In accordance with the fact that the first stage of profile education at the senior level of general education is preceded by pre-profile training.

The first, pre-profile, block contains the following areas of student training:

1) conducting elective courses: a) subject (aimed at expanding students' knowledge of a particular subject);

b) orientational (should contribute

self-determination of students in relation to the profile of education in high school);

2) building collections of individual achievements of students ("portfolio"):

a) "portfolio of documents" (olympiads, various competitions, tests, etc.);

b) "portfolio of works" (creative, design, research work students);

c) "portfolio of reviews" (various characteristics of the attitude of students to the relevant activities).

In the second, profile, block, the direction of student training is determined by the differentiation of content subjects: 1) basic (are of a general educational nature, reflect the mandatory, invariant part of education for all students); 2) profile (provide an in-depth study of a particular subject, focused on preparing a school graduate for the subsequent

* The work was carried out as part of the implementation of the Strategic Development Program of the Federal State Budgetary Educational Institution of Higher Professional Education "NSPU" for 2012-2016, project 2.3.1.

professional training in the chosen direction, variational part of training);

3) elective (elective courses). Unlike elective courses, elective courses are required for all high school students. They must ensure that the individual needs, inclinations, and interests of students are met.

The preparation of a future teacher of a specialized school consists not only in the formation of new professional skills, but also in the constant accumulation of experience in creatively solving pedagogical problems, in the constant increase in the level of cognitive and organizational independence in educational activities, as well as in the process of self-education. Taking into account the peculiarities of the organization of specialized education, independent work ensures the reflexive nature of educational activity, the controlled nature of cognitive activity and the creative nature of pedagogical activity.

In our opinion, the second step in preparing students should be considered work on their own portfolio, where such components become more pronounced. educational activities, as the processing and structuring of information, the skills of selection, content, self-assessment and self-presentation are formed.

Portfolio is a collection of work for a certain period of time (semester or academic year), which is evaluated either in terms of the progress of the student, or in terms of compliance curriculum. "Using Portfolio in educational process contributes to the development of students' skills methodical work With various types educational and professional information, systematization of professional knowledge, formation of professional reflection” . The meaning of reflection as a special cognitive action is to clarify a person's knowledge, the ability to adequately assess their own achievements and capabilities, to draw the necessary conclusions regarding their own self-improvement.

The main purpose of creating a portfolio is to analyze and present significant results of the processes of professional and personal development of the future

specialist, ensuring monitoring

cultural and educational growth of the student. The portfolio allows you to take into account the results achieved by the student in a variety of activities: educational, educational, creative, self-educational.

K. E. Bezukladnikov and M. M. Shalashova propose to introduce pedagogical university work of students on a personal portfolio from the very beginning of training. This makes it possible to get a foreseeable program of one's professional development, to see the stages of formation of the competencies necessary for a future teacher and set one up for serious work to achieve success in educational activities and the desire for continuous self-improvement. According to K. E. Bezukladnikov, the use of a portfolio contributes to dynamism (willingness to turn on active forms of work, reorganize on the go and act independently), self-development, integrity (the result of educational activities at a university becomes the formation of professional competencies of a foreign language teacher) and criteria-based assessment of results. M. M. Shalashova considers the analysis of a student's portfolio an effective tool for assessing competence, the structure of which includes: short description research; results of defense of scientific research works; results of other activities: participation in exhibitions, competitions, technical creativity and etc.; results and duration of training on elective courses; results of pedagogical practice; information about participation in olympiads, competitions, conferences, training seminars and the result achieved; sports and other achievements.

Portfolio maintenance is carried out by the student himself in print (drive folder with files) or in electronic format. Each individual material included in the portfolio during the study at an educational institution is dated. Recording of educational results is carried out systematically. At the end of the academic semester (academic year), changes in the content are made electronically.

Siberian pedagogical journal ♦ № 7 / 2012

in the form of a duplicate copy of the portfolio at the teaching department.

The portfolio of students in the future serves as the basis for compiling a graduate resume when looking for a job, continuing education, etc. The portfolio is formed by the student on a voluntary basis. However, the advisory nature of portfolio compilation does not exclude the importance of this procedure. The portfolio allows the student to professionally approach the assessment of his own achievements, build a personal and creative trajectory of success, which is an important component of the rating of a future specialist in the labor market.

In modern conditions, the need for professional initiative is increasing, the creative, rather than reproductive, nature of the attitude of the future teacher to his professional activity is valued. According to G. V. Sorokovs, I. V. Shumova, “the main problem of pedagogical practice is both insufficiently clear understanding by students of their goals and objectives, and the inability to adequately reflect on their activities” . Pedagogical practice in universities serves as a link between theoretical training students and their future independent work at school, and is also called upon to prepare students for pedagogical activity, to equip them with a set of skills and abilities, to creatively carry out all types of educational work.

The systematic use of the portfolio, as an analytical and evaluation technology, provides a high-quality accumulation of information necessary for the timely recording of real changes and the growth of the professional skills of the future teacher. Portfolio management is creative work that allows the student to realistically present his educational level, see the reserves, determine the direction of professional self-improvement. In addition, this technology can be used as a tool to stimulate the student (the ability to choose a base institution for teaching practice, participation in student scientific and practical conferences, publication of the results of scientific

research, employment, etc.). Consequently, an organized systemic diagnostics of the professional and personal development of a future specialist makes it possible to implement in practice an individually oriented approach to the qualitative assessment of the results of educational and educational activities educational institution.

Thus, the formation of a portfolio is a creative work that allows, on the basis of a comprehensive systemic understanding, to analyze and summarize the results of one's professional activity, which, of course, is a way to determine directions and an incentive for further professional development.

Bibliographic list

1. Bezukladnikov K. E. Professional portfolio as a means of forming the professional competence of a future foreign language teacher // Foreign languages At school. - 2008. - No. 8. - P.66-70.

2. Koroleva L. V. On the preparation of the teacher for teaching in the conditions of profile education // Science and School. - 2006. - No. 6. - P.32-35.

3. Lizunova L. R. Educational materials. Student portfolio (approximate position). [Electronic resource]. URL: http://www.logopunkt.ru/umm1.htm. (date of access: 04/04/2012).

4. Modern educational technologies: tutorial for students, undergraduates, graduate students, doctoral students, school. teachers and university teachers: recommended by the Ministry of Education and Science of the Russian Federation / under the general. ed. N. V. Bordovskoy. - Moscow: KnoRus, 2011. - 432 p.

5. Sorokovykh G. V. Methodological portfolio of a student-trainee as a way to form the professional competence of a future teacher of a foreign language // Foreign languages at school. - 2007. - No. 1. - P.54-58.

6. Shalashova M. M. Comprehensive assessment competencies of future teachers // Pedagogy. -2008. - No. 7. - P.54-59.

Siberian Pedagogical Journal ♦ No. 7 / 2012

Modern problems of science and education. Technological map of personal growth of a bachelor Pedagogical sketch of a student's professional achievements

Bibliographic link

The content and methodology for the implementation of the assessment procedure using the student's portfolio

Portfolio as a means of assessing the educational and professional achievements of students

Possibilities of the portfolio in assessing the educational and professional achievements of students

Using a portfolio to form an integrative assessment of educational and professional achievements of students

Similar dissertations to Portfolio in the system of means for assessing educational and professional achievements of students of professional and pedagogical specialties

Collection of ideal social studies essays

Anti-Soviet rebellion in Hungary (1956)