Перегляд за Автор "Shumilova, Iryna"

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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.
  • Ескіз
    Документ
    Social and cultural space in the ethnoregion of Pivnichne Priazov: retrospective analysis
    (AD ALTA : Journal of Interdisciplinary Research, 2022) Shumilova, Iryna; Cherezova, Iryna; Sherstnova, Iryna; Matsiuk, Vasyl
    The article uses the sociocultural approach, understood in a socially scientific sense, which presupposes, first of all, the identification and comprehensive study of the institutional and non-institutional aspects of social life. At the same time, culture is considered as the main prerequisite or condition for the emergence and existence of institutional (standardized and normatively legalized) structures of social organization. From the totality of social phenomena and ties, this approach singles out the ratio of institutional and non-institutional ties of socio-cultural phenomena and processes as the main aspect of its consideration. The nature of these connections is determined either by the gradual transformation of various non-formalized types of people's vital activity into patterns and types of systemic organization (institutionalization processes), or by the reverse transition of systemic formations (wholes) into differentiated and multidirectional types of spontaneous activity of subjects (deinstitutionalization processes), which is demonstrated in the article on the example of Pivnichne Priazov ethnoregion, in its social and cultural space. Socio economic, political and pedagogical conditions of the Northern Azov region of the second half of the 19th - early 20h centuries are analyzed, their impact on the development of primary education in the region; the organizational and methodological principles of professional development of the Azov Zemstvo teacher are determined. The authors evaluate the progressive achievements of the Azov Zemstvo school.