Keyword: «pedagogical qualimetry»

Assessment-qualimetric competences of the future teacher are the actual concept of pedagogy in modern conditions, since currently we witness a “modernization” of the assessment component of the teacher’s professional competence. This process is associated with such a phenomenon in modern education as scrutiny of the means of assessment, which performs the function of results quality measuring. Assessment activity is enriched with additional procedures using new assessment scales, evaluation criteria, assessment systems, tests, etc. This direction finds its rationale in pedagogical qualimetry, orienting the teacher in mastering qualimetric concepts and skills. From the modern point of view, the teacher should have the appropriate assessment-qualimetric competences, synthesizing knowledge and skills in the field of the theory of assessment activities and knowledge and skills in the field of pedagogical qualimetry. In general, we can speak about the expansion of the "assessment" concept content, which was a conventional concept of pedagogy until recently. The purpose of this research is to study the assessment activities, to examine the reasons for the emergence of pedagogical qualimetry and to ascertain its influence on the process of assessing students' achievements, to clarify the genesis of the “assessment-qualimetric competences of a future teacher” concept. On the basis of the analysis made, the author presents the characteristics of the assessment-qualimetric competences of the future teacher as a pedagogical concept. The presented characteristic of this concept allows you to see its composition and structure clearly. We used a comparative analysis of the qualimetric and assessment components of the assessment-qualimetric competences of the future teacher as a leading approach. The theoretical significance lies in the introduction of the author's concept of “assessment-qualimetric competences of the future teacher”, in the analysis of the teacher’s assessment activities and in determining the influence of pedagogical qualimetry on assessment in modern conditions. The practical significance of the work lies in the formation of assessment-qualimetric competences in future teachers in the process of professional training on the basis of the presented author's characteristics of this concept. The results of the study allow us to conclude that it is necessary to include assessment-qualimetric competences in the course of the future teachers’ professional training.

The relevance of the research is determined by the need to develop a systemic approach to education quality management at the level of educational programs in the context of changing labor market requirements. The need to ensure that graduate training meets employers’ demands requires the development of regulatory, organizational and methodological aspects for assessing the effectiveness of educational processes. The aim of the work is to test the quality assessment model, analyze statistical data and identify the strengths and weaknesses of the bioengineering master's degree program. The approach to the organization of the model includes the development of criteria that reflect not only the set of requirements for the program accreditation, but also the analysis of students' academic achievements, allowing them to solve interdisciplinary tasks and adapt to the dynamic requirements in their professional activities. There is a set of methods applied in the work, namely: analysis of the regulatory acts regarding the requirements of the Federal State Educational Standard and the Self-established Educational Standard of higher education required by the university to open a program; systematization of accumulated experience in evaluating educational programs; pedagogical modeling and design of organizational and methodological mechanisms for ensuring interdisciplinarity and practice-oriented education, innovative development of the university; analytical work with data from the annual monitoring of the quality of graduate training. The results of the study confirmed that the model provides an assessment of the program effectiveness: at the operational level – through monitoring academic performance and involvement in project-based activities; at the strategic level – through an analysis of employment and professional adaptation of graduates. Growth areas were identified: the need to strengthen interdisciplinary design modules and expand partnerships with enterprises. The theoretical significance of the work is in the development of education quality management methodology through the integration of qualitative and statistical methods, which expands the possibilities to predict the long-term effects of educational programs. The practical significance consists in the development of an algorithm for implementing an assessment system that considers the specific focus of the program, determined by the material and technical base of universities and the needs of the industry. The results of the model testing can be scaled to other engineering areas, used to adjust the program to increase the competence of graduates in the use of digital technologies and strengthen the university's cooperation with regional enterprises.