Point-rating system of knowledge assessment in geographical education

Abstract

The article is devoted to the description and analysis of pedagogical experience of professional competence formation in training and assessment of students in the point-rating system. The interdisciplinary nature of geographical education implies the need to develop special ways of thinking among students and to attract knowledge and skills from different subject areas. In such a situation, it is necessary to maximize the arrangement of the training process from the initial stage of learning to the stage of summative assessment. The work contains proposals to supplement the evaluation tools of expertise, knowledge and skills with innovative methods to better understand the success of students educational activities. A system of measures used by the teacher during the semester for formative and summative assessments to evaluate the level of competence development in students is described. Emphasis is placed on the possibility of using distance learning technologies in the point-rating system. A conclusion is made on the effectiveness of the score-rating assessment of the competence development level in geographical education and predictive capabilities of this method of control, particularly in Master's and postgraduate studies. The concept of the score-rating system proposed in the article was tested by the author while teaching a number of geographical subjects at Ural State Pedagogical University. This methodology has proven to be an effective method of increasing the organization and motivation of students.