Перегляд за Автор "Fedoryk, Viktoriia "

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  • Ескіз
    Документ
    The procedure for the integral assessment of the university students’ competence: the possibilities and potential of experimental methods
    (AD ALTA : Journal of interdisciplinary research, 2023) Shumilova, Iryna; Cherezova, Iryna; Horetska, Olena; Serdiuk, Nataliia; Fedoryk, Viktoriia
    The study determines the realism of precisely the integrative approach for assessing the complex, multidimensional, multiaspect structure of universities’ graduates competence. The justification of integrative approach, carried out in the context of the experimental paradigm of assessing the competence of a university student, allows noting its advantages for the implementation of one of the basic principles of assessment - the principle of completeness and comprehensive nature of the assessment, which is especially important for assessing the student's unified social and professional competence, considered as a holistic (integral) result of education. It is shown that, understanding the integrative approach as a holistic representation of a set of objects, phenomena, processes, united by the commonality of at least one of the characteristics, as a result of which its new quality is created, integration should not be considered as the sum or mechanical combination of the assessment results for each of the selected assessment plans but as their organic interpenetration. Without excluding the specifics and independence of the individual parts of the assessment, integration ensures their connection, coordination, ordering, as well as their functioning in a holistic process and presentation in a single integrative form.
  • Ескіз
    Документ
    The procedure for the integral assessment of the university students’ competence: the possibilities and potential of experimental methods
    (Journal of interdisciplinary research, 2023) Shumilova, Iryna; Cherezova, Iryna; Horetska, Olena; Serdiuk, Nataliia; Fedoryk, Viktoriia
    The study determines the realism of precisely the integrative approach for assessing the complex, multidimensional, multiaspect structure of universities’ graduates competence. The justification of integrative approach, carried out in the context of the experimental paradigm of assessing the competence of a university student, allows noting its advantages for the implementation of one of the basic principles of assessment - the principle of completeness and comprehensive nature of the assessment, which is especially important for assessing the student's unified social and professional competence, considered as a holistic (integral) result of education. It is shown that, understanding the integrative approach as a holistic representation of a set of objects, phenomena, processes, united by the commonality of at least one of the characteristics, as a result of which its new quality is created, integration should not be considered as the sum or mechanical combination of the assessment results for each of the selected assessment plans but as their organic interpenetration. Without excluding the specifics and independence of the individual parts of the assessment, integration ensures their connection, coordination, ordering, as well as their functioning in a holistic process and presentation in a single integrative form.
  • Ескіз
    Документ
    The procedure for the integral assessment of the university students’ competence: the possibilities and potential of experimental methods.
    (Journal of interdisciplinary research, 2023) Shumilova, Iryna ; Cherezova, Iryna; Horetska, Olena ; Serdiuk, Nataliia ; Fedoryk, Viktoriia
    The study determines the realism of precisely the integrative approach for assessing the complex, multidimensional, multiaspect structure of universities’ graduates competence. The justification of integrative approach, carried out in the context of the experimental paradigm of assessing the competence of a university student, allows noting its advantages for the implementation of one of the basic principles of assessment - the principle of completeness and comprehensive nature of the assessment, which is especially important for assessing the student's unified social and professional competence, considered as a holistic (integral) result of education. It is shown that, understanding the integrative approach as a holistic representation of a set of objects, phenomena, processes, united by the commonality of at least one of the characteristics, as a result of which its new quality is created, integration should not be considered as the sum or mechanical combination of the assessment results for each of the selected assessment plans but as their organic interpenetration. Without excluding the specifics and independence of the individual parts of the assessment, integration ensures their connection, coordination, ordering, as well as their functioning in a holistic process and presentation in a single integrative form.