Innovative technologies for the formation and assessment of competencies and skills in the XXI century

Abstract

The paper classifies and generalizes innovative technologies for assessing the competencies and skills of the 21st century students in the education system. Taking into account the requirements of the international academic community, criteria for assessing students' competencies in the context of the formation of functional literacy, the ability to study and evaluate independence, global competence and meta-subject skills (soft skills) are considered. The necessity of ensuring continuity of assessment of students' competencies at the levels of general and higher education, as well as the results of formative assessment as an integrative innovative educational technology for the formation, control and evaluation of educational achievements, is emphasized. The possibilities of formative assessment for the development of meta-subject competencies of students are considered. It contains information on the innovative Evidence-Centered Design competency assessment methodology, which contributes to the further development of control and evaluation activities to ensure reliable and valid assessment of students’ achievements and quality assurance in a competency-based approach.

Implementation of self-education principles as a baсkground of quality professional education

“…Effective technologies for the development and assessment of competencies are important at the stage at which the qualities necessary for future professional activity are developed. The problem of assessing self-education skills occupies an important place (Efremova et al, 2020), which include not only knowledge and skills, but also the ability to apply them in other conditions.…”

Psychological and pedagogical aspects of the development of engineering competencies of students

“…The latter allow making decisions about the level of mastering disciplines and practices. Various methods and techniques of assessment activities should be strategically combined into a holistic consistent assessment program [18]. For each competence, it is important to determine the means and methods of assessment that give a set of multidimensional results that ensure their reliability and validity; the rules for determining criterion points and weight coefficients for the integration of multidimensional assessments are set; recommendations for the interpretation and presentation of the results to interested parties were developed.…”

Psychological and pedagogical aspects of simulation technology at English lessons for future engineers of the agro-industrial complex

“…Therefore, skills of self-education and self-training, development of critical thinking, curiosity and a creative approach to completing the tasks of simulation assignments, etc. become the most important indicators of formed competencies [18]. As a result of the experience gained in solving problems composed by the simulator, students develop the ability to make non-standard decisions in new situations, use various electronic means and resources to find the right solution, and the ability to cooperate with other students to achieve the goal.…”

“…As a result of the experience gained in solving problems composed by the simulator, students develop the ability to make non-standard decisions in new situations, use various electronic means and resources to find the right solution, and the ability to cooperate with other students to achieve the goal. The development of universal competencies has become one of the leading trends that determine the educational situation and personnel policy of most countries [18].…”