The Analysis of Degree of Formation of Competences on the Basis of Model of the Expert and Cluster Approach

The Analysis of Degree of Formation of Competences on the Basis of Model of the Expert and Cluster Approach

Sergey Kataev (Tomsk State Pedagogical University, Russia), Zoya Skripko (Tomsk State Pedagogical University, Russia) and Ekaterina Alekseeva (Tomsk State Pedagogical University, Russia)
DOI: 10.4018/978-1-4666-9489-7.ch008
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New approach to integrated estimation of graduates is considered in this chapter. Control of knowledge of the graduate of institute is important part in the course of training and the more so, for E-Learning systems. It provides feedback between training and the trainee in traditional form of education and between the trainee and system of training in E-Learning. The expert's model described in terms of competences and the being base of this approach, allows to estimate the university graduate integrally. Besides, the model of the expert is considered as the tool for realization of feedback. Numerical estimation of degree of formation of competences was carried out within the developed indicator method. The concrete results of the researches conducted by authors illustrating the offered approach are given in the head. As logical development of this integrated approach possibility of inclusion of concepts of Meta concreteness in estimated base is considered.
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The model of the expert is a description of to what has to and the expert for what performance of functions he is trained can be suitable and what qualities possesses. Models allow to distinguish one expert from another, and also levels (qualities) of training of specialists of the same type. The model acts as a backbone factor for selection of the content of education and forms of its realization in educational process.

The problem of modeling of professional activity in connection with development of the content of training was considered by a number of authors (Tatur, 2004).

The analysis of the maintenance of the competences formulated by the Federal State Educational Standard of Higher education (The Common Cultural Competences (CCC), All-professional (OPС), in the field of pedagogical activity (personal computer), in the field of the cultural and educational activity (CEA)), allowed to distribute them on four essential blocks, agrees (Shadrikov, 2010):

  • B1: Analytical and conceptual thinking.

  • B2: Social communicativeness.

  • B3: Self-improvement.

  • B4: Professionalism.

Distribution of competences on the blocks stated above is presented in Table 1. We will note that in the considered splitting the same competence can enter at the same time some blocks.

Table 1.
Distribution of competences on blocks
Blocks of CompetencesСompetences
В1: Analytical and conceptual thinkingCCC: 1,2,4,6,8,10,13
OPС: 18,21, 22
CEA: 32,33
В2: Social communicativenessCCC: 2,3,7,11,12,14,15
OPС: 17,19
: 25,27,28
CEA: 30,31
В3: Self-improvementCCC: 5,16
В4: ProfessionalismССС:4,5,8,9,10,11,12,16
CEA: 30,33

Key Terms in this Chapter

Competence-Based Portrait: Estimations of competences.

Meta Subject: Special subject of research in pedagogy.

Indicator Method of Estimation of Competences: Indicator method of estimation of competences.

Meta Concreteness: Special subject of research in pedagogy.

Specialist Graduate's Model: Model of the expert the adapted.

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