Special features of the system

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    2.1. Special features of the system

    This system is made as a set of rules and provisions, upon which the knowledge and skills estimation is accomplished during the education. Using this type of estimation all students’ results are represented in points. The teacher set a certain quantity of points. Students can score them during the desk studies, practical, laboratorial and other type of studies. Students know in advance, how many points he can score in case of successful certain task, answer on the question, or another type of control achievement.

    With the help of a point rating system teacher not only control students’ knowledge, but also helps to intensify their cognitive activity in education, to stimulate more qualitative auditorium tasks and out-of-class tasks execution throughout the term. 

    Rating system implementation of estimation entails a detailed work on an academic program, and the most important moment is modules’ implementation of different parts or topics in the discipline. [О проведении эксперимента по введению рейтинговой системы оценки успеваемости студентов вузов /Приказ МО РФ]

    Module is relatively complete and independent unit of information. It creates a holistic view about a specific subject area and allows you to gain certain competences that students must show upon the completion of this module. The quantity of modules per term is determined in accordance with the curriculum of the discipline.

Example of points’ classification.

[Третьяков П.И., Сенновский ИВ. Технология модульного обучения в школе: Практико-ориентированная монография]

Quantity of subjects

Maximum sum of points*

Mark

FX, F

D, E

C

A, B

Less 15

18-20

21-25

28-30

Less 30

36-40

41-50

56-60

Less 45

53-60

61-75

83-90

Less 60

71-80

81-100

111-120

Less 75

88-100

101-125

138-150

Less 90

106-120

121-150

166-180

Less 105

123-140

141-175

193-210

Less 120

141-160

161-200

221-240

* - quantity of subject’s hours according to the State Educational Standard of Higher Professional Education

A - great - perfect result with minor quantity of mistakes 

B - very good - above average, with some mistakes

C - good - generally serious work, but with array of mistakes

D - Adequate - not bad, however with serious mistakes

E - satisfactory - results are accorded with the minimum requirements ( “pass” grade)

FX - conditionally insufficient - to pass the discipline you need to do more extra study work

F - absolutely insufficient - you need to do vast amount of work ( neither repeat the course of the discipline, nor basis to expulsion)

    This system helps to see and estimate the efficiency of students’ working process during the course.

    Studying of each module is finished by the intermediate control, which form depends on the teacher’s choice of content and method of study. It might be a reference work, colloquium, test, project or creative work. Each student accumulates a certain number of points during the participation. These points are summarized in the end, and according to the total score students pass the exam or not. At the same time student can still go to the exam and try to change his mark to a higher one. There is also an opportunity to receive extra points: to write a summary, to participate in the research, to make a presentation at the conference. This system is an additional motivation for students during the discipline study.

The teacher can timely identify learner’s problems and correct his work. Also he can identify talented students and to realize their potential.

    Work experience with students using the point rating system showed that this evaluation of learning is more efficient than traditional five-point grading scale.

Conclusion.

    The fields and branches to be taught in schools are determined according to the facilities and educational roster of the school, rather than local educational needs and employment opportunities in the sector. Student requests and needs are usually disregarded when deciding on the fields and branches. The field courses and their durations are determined by examining educational frame program, the content of the program and proficiency tables. Most of the practitioners make use of course information forms, module information pages and process analysis forms when planning their courses. Some problems are encountered due to the incompatibility of current legislation such as Vocational Education Law, Vocational Technical Education Regulations, Class Promotion and Examination Regulations, and Student Transfer Regulations to the modular educational system. It is believed that problems arise especially in the class promotions and student transfers.

    Statistical analyses reveal that the level of satisfaction of the administrators and teachers, and the sufficiency of the facilities are significant factors for evaluation of the program. Similarly, analyses that take into account whether the participant has been educated for the modular system show that different groups tend to express significantly different opinions. It can be claimed that these results support the hypothesis of the study.

References

1. Барбашин В. В. Формирование готовности студентов к самоконтролю в модульно-рейтинговом обучении: на примере учебной дисциплины «Физическая культура»: дис. … канд. пед. наук. Саратов, 2007. 288 с

2. Лежнина Л.В., Шишковский  В.И., Балльная система оценивания как фактор повышения мотивации студентов к учебной деятельности, Вестник ТГПУ Выпуск 10, -2010.

3. Муравьева А. А., Кузнецова Ю. Н., Червякова Т. Н. Организация модульного обучения, основанная на компетенциях: Пособие для преподавателей. М., 2005.

4. О проведении эксперимента по введению рейтинговой системы оценки успеваемости студентов вузов /Приказ МО РФ от 11 июля 2002 №2654 //Бюллетень Министерства просвещения, 2002. - №11.- С. 13-16.

5. Тарасенко О. В., Димиденок Ж. А. Балльно-рейтинговая система оценивания знаний студентов в условиях аграрного вуза // Молодой ученый. — 2014. — №1. — С. 579-581.

6. Третьяков П.И., Сенновский ИВ. Технология модульного обучения в школе: Практико-ориентированная монография /Под ред. П.И. Третьякова. – М. Новая школа, 2001

7. Тантыбаева Б. С. Применение модульно-рейтинговой технологии при обучении студентов в университете.

8. Curch C. Modular Courses in British Higher Education// A critical assessment in Higher Education Bulletin. - 1975. Vol. 3.

9. Verstraete N. National synopsis of the educational systems and current reforms in Europe. - International Relations Division, 2010.

10. http://works.tarefer.ru/64/100522/index.html

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