Criteria-Based Assessment as the Way of Forming Students Functional Literacy in Computer Science

Abstract

For a long time, the primary approach to assessment was the normative approach when the individual achievements of students were compared with a particular norm (the results of most students). Recently, domestic pedagogical research has been developing a criteria-based approach to assessing academic achievement when students' achievements are compared with the amount of knowledge that needs to be acquired at a particular stage of training. This study aimed to determine the role of criteria-based assessment in the formation of students functional literacy in computer science and to build a criteria-based assessment model in the development of functional literacy beyond to demonstrate the effectiveness of the methods of formation of students functional literacy in computer science. The leading research methods were the criteria-based assessment methodology developed by the authors and the method of formative assessment. Some elements of the methodology of forming evaluation were considered. For further development of the methods for the formation of students functional literacy in computer science, a criteria-based assessment model has been built. The introduction of criteria-based assessment will allow to switch to a formative evaluation aimed at developing student competence. The evaluation, consisting of criteria that a student understands, stimulates him and makes the learning process meaningful. Based on practical experiments and the proposed criteria-based assessment, the effectiveness of methods for the formation of students functional literacy in computer science has been proved.

Development of support software for inclusive online education

“…When controlling knowledge in software, all types of tests are used (Avdarsol, Rakhimzhanova, Bostanov, Sagimbaeva, & Khakimova, 2020), such as such as choose a correct answer, insert a missing word, put in a correct order, puzzle.…”

An Assessment Approaches and Learning Outcomes in Technical and Vocational Education: A Systematic Review Using PRISMA

“…In the formative assessment approach, there are three studies, namely [48][49][50]. The rest are studies using a variety of assessment approach terms, namely, criteria-based assessment [51], e-portfolio assessment [52], school-based assessment [53], summative assessment [54], workplace assessment [55], computer-based assessment [56], scenario-based assessment [57], inclusive-based assessment [58], and classroom-based assessment [59]. This summary can be seen as a whole in Figure 2.…”

“…The study of [51] aims to investigate the role of criteria-based assessment in developing students' functional literacy in computer science. The effectiveness of developing students' functional literacy is demonstrated through practical experiments and the proposed criteriabased assessment.…”