Keyword: «assessment of competence»

The paper considers the problem of assessing the level of formation of students’ organization competences using distance learning technologies. The author establishes the mathematical model for evaluating the level of formation of competences, taking into account the structure of the existing e-learning courses in distance learning system of Nosov’s Magnitogorsk State Technical University. The basic provisions technologies assessing level of formation competences of students are revealed.

Based on the analysis of domestic and foreign scientific works, the article presents the current state of the theory and practice of assessing students' competences. It is noted that there are difficulties in evaluating complex, deeply latent and interdisciplinary by their nature educational results of students in terms of competences in the development of basic educational programs of vocational education. The relevance of the study is due to the need to improve the reliability of estimates. The aim of the study is to show new approaches to the design, construction and application of assessment tools according to evidence-centered argumentation models based on the theory and practice of pedagogical measurements that ensure the fairness of the assessment process and the authenticity of the assessment results. The novelty of the study lies in the systemic representation of the design algorithm and simulation of an evidence-centered assessment procedure with the inclusion of the planned work of students when completing the task. The ideas about the methodology of evidence-centered assessment of competences have been expanded in order to increase the reliability and authenticity of the results. It is shown that the trends in the development of control and assessment activities are aimed at strengthening the connection between training and the design of evidence-centered assessment. An important step in the new approach to assessing competences is the design of an assessment tool based on the modeling of assessment elements and the use of situational tasks. At the same time, modeling the assessment construct of the subject area and the planned activity of the subjects in the process of their interaction with the evaluation means is a system-forming element of the assessment tool, the activity of students in the situation of the assessment procedure is ensured by the use of simulations in the digital environment. Analysis and self-assessment of the results become an obligatory component in the assessment process.