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Criteria for assessing knowledge and skills

Assessment of knowledge, abilities and skills of students is the final stage of most types of control. At the same time, objectivity and accuracy should be ensured based on the evaluation criteria. For each discipline individually, the department should develop uniform criteria that should reflect the degree of conformity of the level (goals) of training for a given course (section, topic) with the level of its assimilation by students.

The criteria for assessing knowledge, skills are based on the following principles:

- the content of knowledge and skills is based on the requirements of this discipline, related disciplines and specialties;

- the ratio between the volume of knowledge, skills determines the distribution of study time in lectures, group and practical classes;

- the volume of skills is determined by the possibilities of its formation at the planned time of practical training and self-training;

- when compiling each control question for the program under the “know” section, the following are taken into account:

- knowledge acquired by memory;

- knowledge implemented with the help of educational and visual aids (posters, filmstrips, devices);

- knowledge implemented with the help of lecture notes, textbooks, reference books

- when compiling each control question on the “be able” section, one must take into account the program’s target settings, a list of practical skills and abilities determined by methodological developments in the relevant sections and subjects of the discipline, as well as the development of certain team and methodological skills in accordance with a comprehensive plan to instill them in students. In all cases, the level of control should correspond to the level of target settings (level of learning objectives)

In higher education, a four-point system for assessing knowledge and skills is used.
The four-point grading system represents the four levels of assessed quality of student preparation. These levels are characterized by some unevenness. As a rule, the largest interval is between “satisfactory” and “unsatisfactory”. The interval between the marks “excellent” and “good” is smaller and the interval between “good” and “satisfactory” is practically not noticeable.

An individual assessment of mastering a program in a discipline that does not have performance indicators is determined by:

“Excellent” if the student showed deep and solid knowledge of the program material, quickly makes the right decisions, clearly gives teams, impeccably knows the techniques of working on technology and confidently complies with established standards;

“Good” if the student knows the program material firmly, correctly and without mistakes sets it out, correctly applies the acquired knowledge to solving practical problems, confidently knows the techniques of working with the material part of the technique, has strong skills in fulfilling established standards;

“Satisfactory” if the student has knowledge of only the basic material, requires in some cases additional (leading) questions for a complete answer, admits inaccuracies or hesitantly gives commands, hesitantly performs techniques when working with the material part of equipment and standards

“Unsatisfactory” if the student makes gross errors in answering the questions posed, cannot apply the acquired knowledge in practice, has low skills in working on technology, and does not fulfill the “satisfactory” established standards for assessment.

An individual assessment to students is announced immediately after the exercise, task, standard; in group classes - at the end of the class
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Criteria for assessing knowledge and skills

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