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Lecture #11

Theme: Educational process control technology

Aim: To study about educational process control technology through analyzing general principles for diagnosing of learning and types of control in higher education

Plan:

•General principles for diagnosing of learning

•types of control in higher education

•Methods of control in higher school

The regulation of the process is carried out not only taking into account the final product, but also on the basis of information about the process of obtaining this final product. Such management allows to distinguish the following structural components:

1. an indication of the purpose of management;

2. establishing the initial state - a controlled process;

3. determination of the program of impacts, which provides for the main transitional states of the process;

4. ensuring the receipt of information on a certain system of parameters about the state of the controlled process (providing systematic feedback);

5. ensuring the processing of information received through the feedback channel, the development of corrective (regulatory) actions and their implementation.

The use of this structural scheme involves the development of two types of education quality management programs: basic and corrective (regulatory). The main program is drawn up at the level of designing the learning process, taking into account all its features. The control program is developed only during the learning process based on the analysis of the data obtained through the feedback channel.

General principles for diagnosing learnedness:

1. Objectivity lies in the scientifically substantiated content of diagnostic tests, diagnostic procedures, an equal, friendly attitude of the teacher to all students, accurate assessment of knowledge and skills that is adequate to the established criteria.

2. The principle of systematicity - the need for diagnostic monitoring at all stages of the didactic process from the initial perception of knowledge to its practical application.

3. The principle of visibility (publicity) is, first of all, in conducting open tests of all trainees according to the same criteria.

The following types of control are distinguished:

• preliminary identification of the level of knowledge (function - determination of knowledge of the most important elements of the course, aimed at eliminating gaps);

• routine check (thematic) (function - contributes to the strengthening of knowledge);

• re-examination (thematic) (function - helps to strengthen knowledge);