Department of Education and Science of the Bryansk Region

State budgetary educational institution

Initial vocational education

"Vocational School No. 38"

Methodical development

On the topic:

« Appraisal Funds Fund "

Makarenkova N.P.

the village of Rognedino

2013

1. Introduction

FOS OBOP is formed immediately after the definition of the objectives of the educational program and the development of its constituent parts, in particular, the work programs of the UD and PM.

FOS OBOP - a set of methodological materials, forms and procedures for the current control of knowledge, intermediate certification for each academic discipline (hereinafter - UD) and professional module (hereinafter - PM), state (final) certification, ensuring the assessment of the conformity of educational results (knowledge, skills, practical experience and competencies) of students and graduates to the requirements of the Federal State Educational Standard of NGO / SPO.

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

KOS kits are brought to the attention of the trainees within the first two months from the beginning of the training.

KOS kits are an obligatory part of the OBOP of the profession / specialty of educational and methodological complexes (hereinafter - UMK) UD and PM.

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

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

Tasks of FOS OBOP profession / specialty:

1. control and management of the process of acquiring the necessary knowledge, skills, practical experience and the development of competencies determined by the FSES of the NGO / SVE by students;
2. control and management of the achievement of OBEP goals, defined as a set of general and professional competencies (hereinafter - OK and PC) of graduates;
3. assessment of the achievements of students in the process of studying UD and PM with the highlighting of positive / negative results and planning of preventive / corrective measures;
4. ensuring the correspondence of the learning outcomes to the tasks of future professional activity through the improvement of traditional and the introduction of innovative teaching methods;
5. achieving such a level of control and management of the quality of education, which would ensure the recognition of graduates' qualifications by the employers of the industry.

3.Evaluation of the results of mastering the OBOP profession / specialty

Assessment of the results of mastering the educational program includes:

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

The current control of progress is a test of the assimilation of educational material, regularly carried out throughout the semester. At the same time, the emphasis is on establishing a detailed, real picture of the achievements and success of the learners mastering the work program of UD and PM at a given point in time.

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

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

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

Such control helps to assess the larger sets of knowledge and skills, in some cases - even the formation of certain PCs. Interim certification sums up the results of the students' work during the semester or academic year. Its results are the basis for certain administrative conclusions (transfer or not transfer to the next course, award of a scholarship, etc.). At the same time, the knowledge and skills of the student are not necessarily subject to anew control: intermediate certification can be carried out according to the results of current control (test or exam "automatically").

The main forms of intermediate certification are:

1. offset;
2. differential credit;
3. exam.

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

The form of the GIA is the preparation and defense of the final qualification work (thesis, thesis project), the subject, which must correspond to the content of one or several PM.

4. Structure and content of FOS OBOP profession / specialty

In accordance with the Federal State Educational Standard of NGO / SPE, the quality of training of students and graduates is assessed in two main directions:

1. assessment of the level of mastering disciplines;
2. assessment of the competencies of students.

In this regard, CBS should include examinations, standardized tests, typical tasks and other assessment tools to assess knowledge, skills and the level of acquired competencies.

Evaluation tools accompanying the implementation of each OBEP profession / specialty should be a means of not only evaluation, but also training.

The structural elements of FOS OBOP are:

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

Structural elements of KOS UD are:

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

Structural elements of KOS PM are:

KOS MDK set, which includes:

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

KOS set of educational and industrial practice (hereinafter - UP and PP), which includes:

1. explanatory note (passport);
2. training practice program;
3. industrial practice program;
4. methodological recommendations for drawing up a report on practice;
5. example of keeping a diary of practice.

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

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

KOS kits of each UD and PM must ensure the verification of the assimilation of specific elements of the training material of the UD / PM / UP and PP work program.

Each assessment tool in FOS BRI must be accompanied by indicators / criteria for assessment.

5. Formation and approval of FOS OBOP profession / specialty

FOS OBOP of a profession / specialty is formed on the key principles of assessment:

1. validity (objects of assessment should correspond to the stated learning objectives);
2. reliability (using uniform standards and criteria to measure achievement);
3. fairness (providing learners with different levels of learning equal opportunities to succeed);
4. timeliness (providing feedback);
5. efficiency (compliance of the results of activities with the assigned tasks).

When forming the CBS, their compliance must be ensured:

1. FGOS NGO / SVE of the relevant profession / specialty;
2. curriculum and OBEP of the relevant profession / specialty;
3. working program UD and PM;
4. educational technologies used in teaching UD and PM.

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

Each evaluation tool in the CBS must be accompanied by indicators and evaluation criteria.

The CBS must include the assessment tools specified in section 2 of the UD / PM work program "Content and structure of the discipline / module".

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

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

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

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

The final form of PM control is a qualifying exam. Evaluation of the development of PM assumes a demonstration or confirmation that the student is ready to perform the specified type of professional activity and the formation of his competencies, defined in the section "Requirements for the results of mastering OBEP" of the Federal State Educational Standard of the NGO / SVO. The result of the check is an unambiguous decision: "the type of professional activity mastered / not mastered."

Final certification for PM (examination (qualification)) is ideally carried out as an external assessment procedure with the participation of representatives of the employer. In the future, it can be supplemented by a voluntary certification procedure (independent external assessment).

The condition for admission to the exam (qualification) is the successful mastering by students of all elements of the PM program: the theoretical part of the module (MDC) and practice. It is possible to conduct intermediate certification for individual elements of the PM program. In this case, the recommended form of attestation for educational and / or industrial practice is differentiated credit (DZ), for MDK - exam (E) or differential credit (DZ).

The tasks of the current and midterm control of the PM (certification by MDC and practice) are the assessment of the formation of elements of competencies (knowledge and skills), individual competencies, followed by aggregation (combining individual data into a single indicator) of assessments.

The results of intermediate and final control by PM are the same, but not identical. Monitoring the development of the MDC and the passage of practice is aimed at assessing the learning outcomes. The subject of appraisal activity here is an educational institution. The control of the development of the PM is generally aimed at determining the level of qualifications. The subject of the appraisal activity is the employer. Different focus and different subjects of control imply different verification tools.

7. Algorithm for the development of KOS PM

It is advisable to start developing the content with an analysis, if necessary, adjustments and clarificationsperformance indicatorsgiven in the 5th section of the module program.

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

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

Indicators for assessing the result can be formulated as follows:

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

Indicator wording should not:

1. duplicate the wording of competence, for example:

1. contain the words "skill", "skill", since skill and skill cannot be indicators of oneself, for example:

1. use the words "knowledge", "presentation", since knowledge and presentation does not yet mean mastering a competence: you can know, but not be able to apply this knowledge outside of an educational, non-typical situation, for example:

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

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

The formulation of indicators for assessing the result is carried out taking into account the rules:

Diagnosability;

Small numbers;

The predominant use of forms from verbal nouns (conformity, fulfillment, choice, organization, calculation ...).

After specifying the indicators,typical tasks for the exam (qualification) by PM.

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

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

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

The development of standard assignments should be accompanied by the establishment of criteria for their assessment. The set of assessment criteria can be drawn up as an expert sheet.

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

In the explanatory note (passport) of the KOS, it is necessary to indicate and justify the preferred form of the exam (qualification): the implementation of the case task, the defense of the course project. The choice of a course project as an exam form is possible in the case when its implementation is associated with the target order of employers, relies on work experience in practice, reflects the level of development of the competencies assigned to the module. If, with this option for conducting the exam, it becomes necessary to additionally check the formation of individual competencies, it is necessary to provide for the corresponding tasks.

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

Tasks aimed at checking the development of the type of activity as a whole;

Tasks that check the development of a group of competencies corresponding to a specific section of the module;

Tasks that test individual competencies within the professional module.

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

Development of typical tasks for a step-by-step verification of the MDC and the results of the internshipis carried out subject to the following provisions.

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

Tasks to check the assimilation of the required amount of information should also be of a complex practice-oriented nature.

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

Indicative list of appraisal tools

A set of control and evaluation tools for an academic discipline

______________________

(title)

(code, name)

Explanatory note

A set of control and evaluation tools (hereinafter - CBS) by discipline

(code, discipline name)

intended for the implementation of current control and intermediate certification of students.

________________________________________________________

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

Exam Cover Form

tickets on UD / MDK

EXAMINATION TICKETS

Speciality (code, name):

Discipline / MDK:

Group: No. ____

Semester: No. ___

Teachers:

Considered at the meeting of the MK / PCC ____________________________________________________

title

Chairman of the MC / PCC ____________/_________________________/

Signature Signature decryption

Exam Form

ticket for UD / MDK

Discipline / MDK:

Speciality (code, name):

EXAMINATION TICKET No. ____

1. Question (task number 1) ………………………………………………………. ……… ...

2. Question (task number 2) …………………………………………. ……………………… ...

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

Signature Signature decryption

* The practical (s) task / task is included at the discretion of the teacher. It is considered and approved at the meeting of the MC / PCC. The set of examination tickets is attached to the set of examination cards developed by the teacher and approved at the meeting of the MC / PCC discipline assessment criteria.

Criteria for evaluation:

Exam List Form

questions on UD / MDK

QUESTIONS TO THE EXAM

by discipline / MDK "______________________________________________________"

specialty ______________________________________________, ____ course

1. Question title
2. Question title
3. Question title it, d

Teacher ______________________ /_________________________/

Signature Signature decryption

Considered at a meeting of the MK / PCC ______________________________________

title

Minutes No. __ dated "___" _______ 20__

Chairman of the MC / PCC ____________ / _________________________ /

Signature Signature decryption

"____" __________________ 20__

Registration of the task for

business (role-playing) games

Business (role-playing) game

(name of the discipline)

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

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

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

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

3. Roles:

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

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

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

…………………………………………………………………………………………….

1. Criteria for evaluation:

Registration of a case task

Case task

by discipline________________________________________________________

(name of the discipline)

Specialty (code, name): ______________________________________

_____________________________________________________________________

Task (s):

3. ………………………………………………………

Criteria for evaluation:

Registration of questions for

interviews, credits

Questions for interview, offset

by discipline_________________________________________________________

(name of the discipline)

Specialty (code, name): ______________________________________

_____________________________________________________________________

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

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

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

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

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

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

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

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

Criteria for evaluation:

Registration of a set of tasks

for test work

Set of tasks for control work

by discipline ______________________________________________________

(name of the discipline)

Specialty (code, name): ____________________________________________________

____________________________________________________________________________________

Theme

Option 1

Theme ……………………………………………………………….………………………………………

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

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

Criteria for evaluation:

Registration of the list of topics

Course projects on UD / PM

Themes of course projects (works)

Specialty (code, name): _____________________________________________________

_____________________________________________________________________________________

Group: ___________

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

Criteria for evaluation:

Decoration of topics for the round table

List of discussion topics for the round table

(discussion, polemics, dispute, debate)

by discipline ____ ________________________________ ___________________

(name of the discipline)

Specialty (code, name): ______________________________________

_____________________________________________________________________

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

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

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

Criteria for evaluation:

Registration of the task

for portfolio

by discipline _____ ____________________________________ _________________

(name of the discipline)

Specialty (code, name): _________________________________________

_____________________________________________________________________

1. Portfolio title __________________________________________________

2.Typeportfolio ___________________________________________________

(documents, works, reviews, mixed)

3. Checked OK

4. Portfolio structure(invariant and variable parts):

5. Criteria for evaluating portfolioare contained in the portfolio guidelines.

Registration of group and / or

individual creative

assignments / projects

Themes for group and / or individual creative assignments / projects**

by discipline___________________________________________________________

(name of the discipline)

Specialty (code, name): ______________________________________

_____________________________________________________________________

Group creative tasks (projects):

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

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

Individual creative tasks (projects):

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

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

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

Criteria for evaluation:

Kit design

assignments by type of work

Set of tasks to complete

independent work, work on the simulator, stand

by discipline____ ____________________________________ ________________

(name of the discipline)

Specialty (code, name): ______________________________________

_____________________________________________________________________

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

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

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

Criteria for evaluation:

Designing topics for essays

Essay Topics

(abstracts, reports, messages)

by discipline____________ ____________________________________ _________

(name of the discipline)

Specialty (code, name): ______________________________________

_____________________________________________________________________

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

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

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

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

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

Criteria for evaluation:

A set of control and evaluation tools for the professional module

_____________________________________________________________________

(title)

vocational education specialties / NGO professions

________________________________________________________________________

(code, name)

Explanatory note

The result of mastering the professional module __________________________

(code, name)

________________________________________________________________________________________________________________________________________________ the student's readiness to perform a type of professional activity _____________________________________________________________________________________________________________________________________________________________________________________________________________ and its constituent professional competencies (PC), as well as general competences (GC), which are formed in the process of mastering OBOP as a whole.

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

FOR SPE: indicate the preferred form of the exam: the implementation of case assignments, the defense of the course project (for technical specialties). In the case of an exam in the form of a course project defense, it may be necessary to additionally check the formation of individual competencies. For this, appropriate tasks should be envisaged.

Estimating tools used in CBS are presented in the table.

1. Assessment of the development of MDK__________________________________________

(code, name)

Samples of appraisal tools design are presented in Appendix 2.

2. Evaluation of educational and (or) industrial practice

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

Form of approval sheet

Attestation sheet

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

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

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

3. Time of the practice __________________________________________

4. Types and amount of work performed by the student during the practice:

____________________________________________________________________

________________________________________________________________________________________________________________________________________________

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

________________________________________________________________________________________________________________________________________________________________________________________________________________________

"___" ____________ 20 ___ _____________________ / _________________ /

date

____________________________ / ________________________/

Signatures of the head of practice, representative of the organization

3. The structure of the CBS for the exam (qualification)

Quests for Ek are formed in 3 ways:

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

2. Tasks that check the development of a group of competencies corresponding to a certain section of the module.

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

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

OK4. Search, analyze and evaluate the information necessary for the formulation and solution of professional tasks, professional and personal development.

Compliance of the prepared consultation plan with the required criteria.

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

Reasonableness of the choice and the optimality of the composition of the sources necessary for solving the problem.

Rational distribution of time at all stages of solving the problem

The coincidence of the results of introspection and expert analysis of the developed plan

3. Task for the examiner. Option___________

Instructions

Read the assignment carefully.(indicate what) ______________________________________________________________________________________________________________________________________________________________________________________________________________________

The time for completing the assignment is _____________.

Exercise

Task text

4. Examiner package

Conditions

The number of options for the task for the examiner is _______.

The time for completing the assignment is ______.

Equipment:________________________________________________________ ________________________________________________________________________________________________________________________________________________.

Literature for the student:

Tutorials:

Teaching aids:at least 5 out of 10 indicated.

Reference literature:at least 5 out of 10 indicated.

Criteria for evaluation

Completing the assignment:

- appeal during the assignment to information sources;

- rational distribution of time to complete the task

The following stages of the assignment must be present: familiarization with the assignment and work planning; receiving the information; product preparation; reflection on the performance of the task and correction of the prepared product before delivery.

Prepared product / completed process

Characteristics of the product / process (evaluation criteria: description of the quality standard; specified algorithm; stages of the task execution process, etc.) and a mark on completion / non-fulfillment. It is possible to use one of the tables:

Portfolio protection(if enabledvETo)

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

2. Verifiable learning outcomes :__________________________________ ________________________________________________________________________

3. Evaluation criteria:

Portfolio assessment

1.3. Portfolio requirements

by discipline_____ ____________________________________ __________________

(name of the discipline)

Speciality(code, name):__________________________________________

______________________________________________________________________

1. Portfolio title ___________________________________________________

2. Type ofportfolio ____________________________________________________

(portfolio of documents, works, reviews, mixed)

3. Checked PCs

4. Portfolio structure (invariant and variable parts):

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

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

.………………………………………………………………………………………..…

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

5. Evaluation criteria

This assessment tool should be accompanied by developed guidelines for its preparation and use.

Indicate the codes of the verified OK, as well as, possibly, the PC, the verification of which is not provided directly during the exam (qualification) for the PM.

This assessment tool should be accompanied by developed guidelines for its compilation, use and evaluation.

KUNASHAK BRANCH

Registration rules and requirements for the compilation of a fund of appraisal assets and control and appraisal assets.

Toolkit

Kunashak 2018

This methodological manual defines the concepts, general requirements and rules for the design of control and assessment tools and the formation of a fund of estimated funds.

When developing the methodological manual, the requirements of a number of literary sources, the development of other existing rules and requirements were analyzed and summarized.

Compiled by:

Kamaldinova I.Yu. - Chairman of the PCC of the Kunashak branch "BTPTiS named after M.G. Ganiev"

Considered and approved:

Yusupova R.M. - methodologist of the Kunashak branch of "BTPTiS named after M.G. Ganiev"

4

1 REQUIREMENTS FOR FORMATION FUNDS ESTIMATED FACILITIES PROFESSIONAL

EDUCATIONAL PROGRAMS ………………………………… ...

5

1.1 General provisions ……………………………………………………….

1.2 Structure and content of the fund of appraisal assets ………………….

1.3 Development, agreement and approval of the fund of appraisal funds

2 ASSESSMENT OF LEVEL OF DEVELOPMENT EDUCATIONAL DISCIPLINE …………………………………………………………

8

3 LEVEL ASSESSMENT FORMATION COMPETENCIES FOR THE RESULTS OF DEVELOPMENT

PROFESSIONAL MODULE ………………………………….

11

4 FORMATION OF ASSESSMENT TOOLS FOR

STATE (SUMMARY) CERTIFICATION …………… ..

14

5 APPENDICES ………………………………………………………

16

5.1 KOS model for the academic discipline ………………………………… ..

5.2 KOS layout for the professional module …………………………

INTRODUCTION

This methodological guide was developed to help the teaching staff of the Kunashak branch of the BTPTiS named after M.G. Ganiev and contains general requirements and practical recommendations for the formation of funds of assessment tools for assessing the quality of mastering basic professional educational programs of primary and secondary vocational education.

Used designations and abbreviations:

FSES - federal state educational standard OBOP - basic professional educational program SPE - secondary vocational education

NGO - Primary Vocational Education FOS - Appraisal Fund

KOS - control and evaluation means UD - academic discipline

PM - professional module MDK - interdisciplinary course

VPD - type of professional activity FQP - final qualification work OK - general competences

PC - Software Professional Competencies - Practical Experience

GIA - state (final) certification of the PCC - subject-cycle commission

UP - educational practice

PP - industrial practice UMR - educational and methodical work

UPR - educational and production work

1. REQUIREMENTS FOR ESTIMATION FUNDS FORMATION

1. General provisions

In accordance with the federal state educational standards of primary and secondary vocational education, for the certification of students for the compliance of their personal achievements with the stage-by-stage requirements of the corresponding main vocational educational program, funds of assessment tools are created to assess knowledge, skills and mastered competencies.

FOS isa set of control materials (assessment tools) designed to measure the level of achievement by students of the established learning outcomes.

Evaluation tools- these are control tasks, as well as a description of the forms and procedures designed to determine the quality of mastering by students of educational material, academic disciplines, professional modules.

Evaluation- the process of determining and analyzing the achieved learning outcomes in terms of their compliance with the requirements set forth in the Federal State Educational Standard, OBEP, work programs of disciplines, professional modules.

Assessment includes:

goal setting;

selection of methods appropriate to the objectives of the assessment and the nature of the results learning;

analysis of received results;

making decisions.

According to the requirements of the Federal State Educational Standard, an educational institution develops funds for appraisal meansfor each implemented basic professional educational program .

Assessment funds are formed on the basis ofkey principles evaluation:

validity: the objects of assessment should correspond to the goals set learning;

reliability: using uniform indicators and criteria for assessing achievements;

objectivity: obtaining objective and reliable results when carrying out control with various goals.

Formation of FOS should provide:

transition from assessment of individual skills to integrated (complex) and interdisciplinary assessment;

transition from the passive role of the learner in the control process to the active construction of the content answer;

orientation of the assessment to the standards known learners;

assessment of the dynamics of individual achievements students;

changing the nature of the assessment: from a one-time assessment using one meter to a complex one(portfolio).

Assessment of the quality of mastering the main professional educational program should include:

current certification for the course of the discipline, MDC, educational practice;

intermediate certification for UD, PM, educational / industrial practice;

state (final) certification.

Specific forms and procedures for current and intermediate certification for each discipline and professional module are developed by the training unit independently and communicated to the students within the first two weeks from the start of training.

The educational units create conditions for the maximum approximation of the programs of current and intermediate certification of students in disciplines and interdisciplinary courses of the professional cycle to the conditions of their future professional activities - for which, in addition to teachers of a specific discipline (interdisciplinary course), employers, teachers should be actively involved as external experts, reading related disciplines.

The assessment of the established learning outcomes is carried out in two main directions:

assessment of the level of development disciplines;

assessment of the level of formation competencies.

To assess the level of mastering by students of the UD / PM program, teachers / masters of industrial training develop criteria for assessing knowledge, skills and competencies based on a rating scale in accordance with the Regulations on the current and intermediate certification of students in programs of primary and secondary vocational education.

1. 1. The structure and content of the fund of appraisal assets

The structural elements of the fund of assessment tools are KOS kits, developed for each academic discipline and each professional module in accordance with the curriculum. If the same discipline with the same requirements for its content is included in several OBOR, then a single set of CBS is created for it.

CBS should contain the object of assessment, indicators for assessing the result, assessment criteria and the assessment method.

The KOS set is structured in accordance with the content of the work program of the academic discipline / professional module.

on educational discipline

are:

passport of a set of control and assessment funds;

the results of mastering the academic discipline, subject to verification;

control and evaluation materials for the current certification in the discipline;

control and evaluation materials for intermediate certification in the discipline.

Structural elements of the KOS setby professional module are:

Passport of a set of control and assessment tools;

Control and evaluation materials for the current and intermediate certification for MDK.

control and evaluation materials for certification in educational and (or) production practice;

requirements for the implementation and defense of term paper / term project (if available in the educational plan);

Control and evaluation materials for the exam (qualification). Evaluation tools for SIA graduates include tasks for the implementation of the FQP, indicators and criteria for assessing the result of its implementation and

1. 1. Development, coordination and approval of the fund

appraisal tools

The general management of the development of FOS is carried out by the deputy director of the educational unit for SMR / UPR.

The head of the department is responsible for the development and updating of the CBS kits for the academic discipline / professional module.

The direct executor of the development of the CBS kit for the academic discipline / professional module is a teacher, master of industrial training in the relevant profession / specialty. A set of KOS can be developed by a team of authors on behalf of the chairman of the PCC. It is recommended to involve employers in the development and examination of control and evaluation tools

When drawing up, agreeing and approving the set of CBS, its compliance must be ensured:

Federal State Educational Standard of NGO / SPE according to the correspondingprofession / specialty;

The main professional educational program and curriculum of the relevant profession / specialty NGO / SVE;

The work program of the academic discipline / professional module;

educational technologies used in the implementation of this academic discipline, professional module.

The work related to the development of the KOS kit is included in the individual plans of teachers, masters of industrial training.

A set of CBS for an academic discipline, a professional module is considered at a meeting of the PCC and approved by the chairman of the commission of the PTTs or OOD.

A hard copy of the KOS kits is included in the OPOP set of documents. The electronic version of the fund of appraisal funds is provided to the educational and methodological department of BTTPTiS.

1. ASSESSMENT OF THE LEVEL OF ACADEMIC DISCIPLINE

The result of mastering the academic discipline is a comprehensive test of skills and knowledge, as well as the level of formation of competencies.

The purpose of creating the FOS of the academic discipline is to establish the compliance of the level of training of the student at this stage of training with the requirements of the working program of the academic discipline.

Tasks of the formation of FOS by discipline:

control and management of the process of acquiring the necessary knowledge and skills by students and the formation of competencies defined in the Federal State Educational Standard for the appropriatespecialties / professions;

control and management of the achievement of OBOR implementation goals, defined in the form of a set of OK and PC graduates;

assessment of the achievements of students in the process of studying the discipline, highlighting positive / negative results and planning preventive / corrective measures;

ensuring the correspondence of learning outcomes to the tasks of future professional activity through the improvement of traditional and introduction of innovative methods learning.

The specific forms and procedures for current and intermediate certification for each academic discipline are determined by the curriculum for the profession / specialty and the work program of the discipline.

It is advisable to start the development of the content of the CBS set for the academic discipline with the analysis and, if necessary, the adjustment and refinement of the indicators for assessing the result given in section 4 of the academic discipline program.

During the analysis, special attention should be paid to the correctness of the formulation of indicators.

The formulation of indicators for assessing the result is carried out taking into account the rules:

diagnosability;

small numbers (indicators should not be too many);

the predominant use of forms of verbal nouns (construction, calculation, execution, selection, organization, payment…).

Examples of wording indicators for assessing the result are shown in Table 2.

Examples of the formulation of indicators for assessing the result in the discipline "Statistics" (specialty 030912 "Law and

organization of social security ")

table 2

Indicators for evaluating the result

U2 Draws up statistics in the form of tables, graphs and diagrams information:

a reasonable choice of tables, graphs and diagrams is adequate for statistical data;

applying mastered algorithms in a familiar situation;

application of methods adequate to educational task;

U3 Calculates basic statistical indicators

informed choice statistical indicators are adequate for educational task;

calculation of statistical indicators in accordance with benchmark.

U4 Analyzes

statistical information and makes appropriate conclusions

Compliance of the conclusions made with the analysis of statistical information.

З1 Knows the legal framework on the organization of state statistical reporting and responsibility for violation

the order of its presentation;

possession of software material;

formation of conceptual apparatus;

correspondence of the compilation of a request to search for information in various sources, databases according to the condition tasks.

It is advisable to compile the list of indicators taking into account the skills and knowledge available in the OBOR structure.

If knowledge, skills and competencies can be tested using the same forms and methods of control, then it is recommended to decompose (combine) them (see Table 3).

Examples of the formulation of indicators for assessing the result by discipline

"Statistics" (specialty 030912 "Law and organization of social security"), taking into account the decomposition of knowledge, skills and competencies

Table 3

Indicators for evaluating the result

Y1 Collects and processes information necessary for orientation in their professional activities

З1 Knows the legal framework for the organizationstatestatistical reporting and liability for violation of the order of its representation;

Z2 Knows the modern structure of state bodies statistics;

З3 Knows the sources of accounting for statistical information;

OK4 Searches and uses the information necessary for the effective performance of professional tasks, professional and personal development.

OK5 Uses information and communication technologies in professional activities.

PC 4.3 Monitors and analyzes social processes(conditions,

reasons, motives of manifestation) in the municipality.

application of mastered algorithms in a familiar situations;

application of methods adequate to the educational task;

compliance of the request and the information found upon request on the official websites of the Federal State Statistics Service and the Federal State Statistics Service for the Tyumen Region with the set tasks.

correspondence of conclusions and arguments about objects, processes, phenomena based on a comparative analysis of information about them for given criteria.

The result of this stage of the development of the KOS kit is filling in Table 1 of the KOS model of the academic discipline (see Appendix 1, Table 1).

The next step is to determine the correspondence between the learning outcomes and the components of the academic discipline, indicating the forms and methods of control (see Appendix 1, table 2).

After determining the forms and methods of control, standard tasks are developed for the current and final certification.

Typical assignments should be practice-oriented and accompanied by criteria for their assessment.

The formulation of standard assignments should include requirements for the conditions for their implementation; time allotted for the task; the need to monitor the process of completing the task; sources that can be used, etc.

If a typical task implies an unambiguous answer (test, practical task), then it is necessary to provide reference answers.

The developed materials are drawn up in accordance with (see.

Annex 1).

1. ASSESSMENT OF THE LEVEL OF FORMATION OF COMPETENCIES ON THE RESULTS OF MASTERING THE PROFESSIONAL MODULE

The final form of PM control is an exam (qualification). He checks the readiness of the student to perform the specified type of professional activity and the formation of his competencies, defined in the section "Requirements for the results of mastering OBEP" of the Federal State Educational Standard for vocational education. The result of the check is an unambiguous decision : “Type of professional activity“ mastered / not mastered ”.

To assess the level of mastering knowledge and skills, as well as the level of formation of competencies in the study of PM, current and intermediate certification is carried out.

It is recommended to start the development of the content of control and assessment tools for PM with the analysis and, if necessary, adjustments and refinements of the indicators for assessing the result, given in section 5 of the work program of the professional module.

During the analysis, special attention should be paid to the correctness of the formulation of indicators. It should be remembered that the indicator of the development of competence can be a product of practical activity or a process of practical activity (see table 4). When evaluating a product of practical activity, a reference to the quality standard of this product (for example, GOST) is provided; when evaluating the process of practical activity, the correspondence of the learned algorithms of activity to the given one (regulations, time parameters, etc.) is determined. The indicator of the process assessment can also be the student's justification of their actions.

In the absence of a normatively fixed standard of a product or process (for example, GOST), it is recommended to use the qualitative characteristics of the product or process (correctness, accuracy, etc.), but in this case it is necessary to establish criteria for them.

Types of formulations of indicators for the development of competencies

Table 4

Activity Process Assessment

CORRESPONDENCE…

correspondence (showcase design, display stands, aesthetic display of goods, color scheme)content and rules (registration of trade proposals);

correspondence (the simplest questionnaires for collecting quantitative and qualitative information)goals and objectives ( survey);

compliance with the requirements for ( structure when drafting the simplest ads);

- achievement (set goals and objectives of the lesson);

- correspondence … ( technological requirements, SNiP, SanPiN ...);

matching stages (determination of malfunctions and the scope of work of the vehicle, its units and instructional systems map);

implementation of all forms of banquet serviceaccording with professional service standards;

observance technologicalsequence (route, algorithm) ...;

fulfillment of requirements (instructions and safety rules during disassembly, assembly of units, assemblies of the car and elimination malfunctions);

usage new technologies (or their elements) at…

execution ... usingnew

(you can specify which ones)technologies (or their

elements)

QUALITATIVE CHARACTERISTICS

Evaluation of the process and product of the activity during observation (verification):

- accuracy (correctness) selection (materials for ..., regime ...);

- accuracy (diagnostics ..., definitions, calculations)

THE WORD "RIGHTNESS" CAN BE USED IF THE CRITERIA OF RIGHTNESS UNIVERSAL;

accuracy and speed reading drawings;

speed and technicality performing all types of work to service visitors to enterprises food;

timeliness (provision of emergency first aid withterminal states);

efficiency information search;

correctness (rationality) time allocation for execution tasks;

Assessment of the student's rationale for choosing a solution:

argumentation advantages of trade suggestions;

- validity selection and design of commercial advertising information for consumers;

adequacy method evaluations…;

clarity and argumentation (presentation of own opinions);

completeness and availability (recommendations to the consumer in oral and written form (in Russian and foreign languages));

The list of indicators of the development of competencies is recommended to be compiled taking into account the skills and knowledge available in the structure of the OBOR that correspond to this type of activity.

After specifying the indicators of the results of the development of competencies, standard tasks are developed for the exam (qualification) in PM.

Assignments should be practice-oriented and include a comprehensive examination of professional and general competencies. Before starting the formation of tasks, it is necessary to group general and professional competencies so that the task simultaneously implies checking both groups of competencies. It is also advisable to highlight in the list of OK those that can be checked only on the basis of the portfolio.

The types of control and assessment tasks for assessing the results of mastering the PM are given in Table 5.

Types of control and assessment tasks for assessing the results of mastering the professional module

Table 5

Type of

The essence

Variants

assignments

Examples of

Project

Manufacturing of a finished product.

Practice-oriented project

Making a working model of the mechanism. Development of a methodology for solving a production problem. Drawing up a diagram or algorithm

action

Creative project

Making an item decorative

applied arts

Constructor

Assembly (disassembly)

Quest in abundance

Assembly of the mechanism (with

whole of individual

exact dialing

checking it on

elements.

elements. Task

working capacity)

lack of

set of ele-

cops. Exercise

to change the system

themes by replacing

parts of the elements

tov or their

relative position

niya, interconnection

Study

Identification of a problem, pattern, trend, suggesting an independent

work with information sources

Scientific research

Technological study

Forecasting the development of the situation Diagnostics of the technical means with

determination of breakage (defect).

Role

Demonstration of professional activity in the role of a specialist.

"Field" option.

Imitation and game option

Group simulation game that includes the roles of all participants in the technological

process.

Situation

Formation

proposals within the professional

activities to resolve certain

problem situation.

"Case method"

Suggest the best way to solve a technological problem.

The development of standard assignments is accompanied by the establishment of criteria for their assessment. The formulation of standard assignments should include requirements for the conditions for their implementation (place of performance - educational / industrial practice or directly the exam (qualification); time allotted for the assignment, the need to monitor the process of completing the assignment, sources that can be used, etc.).

In the KOS passport, it is necessary to substantiate the preferred form of the exam (qualification): completing assignments, defending a course project, etc.

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

tasks focused on checking the development of the type of activity as a whole;

tasks that check the development of a group of competencies corresponding to a certain section module;

assignments that test individual competencies within the professional module.

The developed materials are drawn up in accordance with the layout (see.

Appendix 2).

1. FORMATION OF EVALUATION FUNDS FOR STATE (TOTAL) CERTIFICATION

Funds of appraisal funds for state (final) certification - are developed by a teacher / master of industrial training, are considered at a meeting of the PCC and are approved by the head of the training unit after agreement with the employer (s).

Evaluation tools for state (final) certification should provide a step-by-step and integral assessment of the competencies of graduates of NGOs / SVE.

The set of assessment tools for the state (final) certification of graduates of NGO / SVE consists of standard tasks for the implementation of FQP, the main indicators for evaluating the results and criteria for evaluating the results of the implementation and defense of FQP.

The development of the content of the CBS GIA begins with the analysis of each topic of the FQP and the refinement of the indicators for assessing the result, through the PC and OK, formed during the development of the OBOR.

The topics of the FQP should correspond to the content of one or several professional modules and meet modern requirements for the development of science, technology, production, economy, culture and education.

If the implementation of several FQP topics is aimed at checking the same OK and PC, then they are decomposed (combined). And for the enlarged WRC group, one typical task is being developed.

The assignment for the implementation of the FQP should include a topic, a brief description of the planned result, initial data: conditions and resources required to perform the work. Sample assignments should be accompanied by criteria for their assessment.

The developed tasks for the FQP, the main indicators for assessing the results of the implementation and defense of the FQP and the evaluation criteria (evaluation tools of the GIA) undergo a mandatory examination for compliance with the requirements of the FSES NPO / STR at a meeting of the PCC.

Leading specialists from employers conduct an examination of the SIA's assessment tools for compliance with the requirements of professional standards and / or qualification requirements in order to determine the relevance, level of complexity and feasibility of an FQP.

The approved appraisal means of the GIA are brought to the attention of graduates no later than two weeks before the start of the industrial (pre-diploma) practice.

The achievement of indicators for assessing the results of the implementation and protection of FQPs is assessed by the state certification commission in the context of relevance, practical significance, novelty, performance level, technical, information and economic support.

The level of competence formation of a graduate based on the results of the completion and defense of the FQP is determined in accordance with the rating scale.

Appendix 1. Model KOS UD

Ministry of Education and Science of the Chelyabinsk Region

State budgetary professional educational institution

"Bakal College of Professional Technologies and Service named after M.G. Ganiev"

Kunashak branch

A set of control and evaluation tools for an academic discipline

(index, name)

Kunashak 20

CONTENT

1 Passport of a set of control and assessment tools ……… .. …….

2 The results of mastering the academic discipline, subject to

verification ………………………………………………………. …………

3 Assessment of the development of the discipline ……………………………….

3.1 Forms and methods of assessment …………………………………… ..….

3.2 Typical tasks for the current certification in the educational

discipline …………………………………………………………………

3.3 Control and evaluation materials for the intermediate

attestation in educationaldiscipline ……………………………… ... …….

As a result of mastering academic discipline (index, discipline name) the student must have the stipulated by the Federal State Educational Standard on professions / specialties (code and name of profession / specialty, level of training) the following skills, knowledge that form professional competencies, and general competencies:

У2 …………… Уn …………… З1 ……………. Зn …………… ..

In the process of mastering the academic discipline, the student will have the opportunity to increase the level of formation of general and professional competencies:

OK1 ………… .. OKn …………… PC1 …………… .. PCn ………… ..

(indicate from table 2 of the Federal State Educational Standard for the specialty / profession skills, knowledge, competencies for the discipline )

The form of intermediate certification in an academic discipline is

(indicated in accordance with the educational plan).

2 The results of mastering the academic discipline, subject to verification

As a result of attestation in the academic discipline, a comprehensive check of the following knowledge and skills is carried out, as well as the dynamics of the formation of competencies:

The results of the academic discipline to be assessed

Table 1

Z, U, OK, PC

(code)

Indicators for evaluating the result

U2

Уn

PC1

З1

Z2

Зn OK1

PCn

Note: It is possible to combine Z, U, OK and PC and check them with one indicator.

3 Assessment of the development of an academic discipline

1. Forms and methods evaluating

The subject of assessment is the skills and knowledge provided by the Federal State Educational Standard for the discipline (index, discipline name), aimed at the formation of general and professional competencies.

Control and assessment of the development of an academic discipline

table 2

Checked Z,

Y, OK and PC

(code)

Assessment indicators

the result

Form and method of control

rating system)

Note: The technology for assessing U and Z for the discipline is prescribed in accordance with the specifics of the discipline;

1. 1. Typical tasks for the current certification in the academic discipline Topic / section….

Assessment tasks Z1, Z2, ..., U1, U2 ... OKn .., PCn…. :

(write down examples of typical tasks in accordance with tab. 2)

1. 1. Exercise.

1. 1. Practical work Exercise

      Independent work Exercise

Topic / section….

Assessment tasks Z2, Z3, ..., U3, U3 ...:

(write down examples of typical tasks in accordance with tab. 1)

Tasks in test form (example) Exercise.

Carefully read the text of the proposed case and give answers to the following questions:

Practical work Exercise

Independent work Exercise

1. 1. Control and evaluation materials for intermediate certification in the academic discipline

Skills and knowledge are the subject of assessment. Control and assessment is carried out using the following forms and methods:

Assessment of the development of the discipline involves the use of

(rating offset).

TASKS FOR EXAMINER.

(list of questions and tasks)

Instructions for students

Task execution time - hours.

Exercise

Note:

Literature for students:

allowed enjoy.

EXAMINER'S PACKAGE

Task execution time - hour.

Equipment:

Standards of answers (

Exam sheet (

CRITERIA ESTIMATES

………………………….

Appendix 2. Layout of KOS PM

Ministry of Education and Science of the Chelyabinsk Region

State budgetary professional educational institution

"Bakal College of Professional Technologies and Service named after M.G. Ganiev"

Kunashak branch

A set of control and evaluation tools for the professional module

(index, name)

main professional educational program in the specialty / profession

primary / secondary vocational education

(code, name, level of training)

Kunashak 20

CONTENT

1 Passport of a set of control and assessment tools .....................

2 Forms of control and assessment of elementsprofessional

module …………………………………………………………………….

3 The results of mastering the professional module subject to

verification ……………………………………………………………….

competence ……………………………………………… .. ………… ...

3.2 Assessment of the development of the theoretical course of the professional

module ……………………………………………………………………

3.3 Typical tasks for assessing the development of MDK …………………… ..

3.3.1 Typical tasks for the current certification according to MDK ………….…

3.3.2 Control and evaluation materials for the intermediate

certification by MDK …………………………………………………

3.4 Defense of the course project / work ………………………… .. …….

4 Assessment on educational and (or) industrial practice .....................

5 Control and evaluation tools for the exam

(qualification) ……………………………………………… ...

1 Passport of a set of control and evaluation tools

The result of mastering the professional module is the student's readiness to perform the type of professional activity

and its constituent types of practical experience, professional competencies, general competencies, skills and knowledge that are formed in the process of mastering OBEP as a whole:

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

Based on the results of development PM (index, name) assigned

qualification category by profession (code,

Name). (if there is a module in the FSES that provides for the development of a certain type of professional activity in accordance with the ETKS)

2 Forms of control and assessment of elements of the professional module

Table 1

Control and evaluation form

Intermediate

attestation

Current control

MDK ...

Exam

Oral survey Written survey Testing Examination

Expert assessment of the implementation of a practical lesson, laboratory work

Differentiated

offset

Expert assessment of the implementation of educational

production assignment

PP

Differentiated

offset

Expert assessment of implementation

production assignment

Course work/

course project

Exchange rate protection

work / course project

PM

Exam

(qualifying)

3 Results of mastering the professional module to be verified

3.1 Assessment of the level of formation of general and professional competencies

Based on the results of mastering the professional module, a comprehensive check of the level of formation of the following professional and general competencies is carried out (Table 2):

Control and assessment of the formation of competencies

table 2

(PC, OK, software)

Indicators for evaluating the result

Note: If the passport contains a decoding of professional and general competencies, then the table contains their codes , it is possible to combine OK, PC, software and check them with one indicator.

1. 1. Assessment of mastering the theoretical course of the professional module

The main purpose of evaluating the theoretical course of the professional module is to assess skills and knowledge. The assessment of the theoretical course of the PM is carried out using the following forms and control methods in accordance with Table 3.

Monitoring and evaluation of the development of MDK

Table 3

Checked Z, U, OK and PC, software

Assessment indicators

the result

Form and method of control

Maximum

number of points (for

rating system)

Note: The assessment technology is prescribed in accordance with the specifics of the MDC.

1. 1. Typical tasks for assessing the development of MDK

1. 1. Typical tasks for the current certification MDK:

Exercise 1:

Quest text:….

Evaluation Criteria:… Task 2:…

1. 1. 1. Control and evaluation materials for intermediate certification according to MDK

The subject of assessment is skills, knowledge and formed competencies. Control and assessment is carried out using the following forms and methods:

(the forms of assessment and control are indicated for carrying out current control,

intermediate certification (if any) in accordance with Table 2).

Assessment of the development of MDK provides for the use of

(a description of the grading system is given in accordance with the regulation

on the certification of students and the discipline program (rating system, conducting an exam, differentiated offset).

TASKS FOREXAMINER.

The tasks for the final control are given (list of questions and tasks)

Instructions for students

Read the assignment carefully.

Task execution time - hours.

Exercise

Note: When drawing up the assignment, it must be borne in mind that the mastery of the skills and knowledge, competencies specified in section 1 of this layout is assessed.

Literature for students:

Indicate if on the exam she allowed enjoy.

PLASTIC BAGEXAMINATOR

Number of options for examiners - by the number of examinees.

Task execution time - hour.

Equipment: indicate equipment, tools, natural samples, models, document forms, computer programs, including those used for electronic testing.

Standards of answers ( standard answers / key to tests, tasks)

Exam sheet ( the teacher gets it in the classroom

parts on the eve of the exam and passes on the day of the exam)

CRITERIA ESTIMATES

………………………….

3. Defense of a course project / work (if her performance provided by the work program PM)

Tasks for students:

3. 3. Coursework topicsworks / projects

      The mainrequirements:

to structure and designwork:

to the defensework:

3. 3. Criteriaappraisals

3. Assessment on educational and (or) industrial practice

Types of work and verifiable learning outcomes in educational / industrial practice (if any)

Table 4