Equity Strategies in the Design of Student Competency Assessment

Abstract

Introduction. The article presents the current situation of the problem under consideration in the works of Russian and foreign authors. The diffi  of assessing competencies as complex, deeply latent and interdisciplinary in nature learning outcomes are considered. The study is relevant due to the need to ensure the reliability of estimates. Its novelty lies in the presentation of an algorithm for the development of competence assessment based on the modelling of the construct and conditions for the manifestation of competencies in the process of students’ activities when performing a complex task.Purpose. A systematic presentation of modern approaches to the authentic assessment of competencies based on the theory and practice of pedagogical measurements and experience in designing and using tools based on models of evidencebased argumentation that ensure the fairness of the evaluation process and the authenticity of the evaluation results.Materials and Methods. As theoretical methods, work with sources, collection, generalization, structuring and analysis of information on existing approaches to assessing the students’ competencies in Russia and abroad were used. In the practical part, the experience of organizing and conducting various forms of evaluation of learning outcomes in the context of competence-based learning of students was used.Results. Modern approaches and mechanisms for designing evaluation tools based on models of reasoned proof of evaluation results based on the theory and practice of pedagogical measurements are proposed. Extended pattern designs have been created for teachers, and developers of assessment tools and procedures, ensuring the authenticity of the results through the analysis and interpretation of data, considering contextual information about the activities of the subjects in the assessment situation.Discussion and Conclusion. The interrelation of the problems of competence assessment with their complexity and interdisciplinarity is analyzed, and an appeal to the models of S. Tulmin and R. Mislevi is proposed in the process of developing evaluation tools. The trends in control development and evaluation activities for the measurement of training quality are shown.