2313-8971Научный результат. Педагогика и психология образования2313-897110.18413/2313-8971-2020-6-2-0-32044ПЕДАГОГИКА<strong>Quality assessment of university students training</strong><strong>Quality assessment of university students training</strong>KucheryavenkoSvetlana AlekseevnaKucheryavenkoSvetlana Alekseevnakucheryavenko_s@bsu.edu.ruStenyushkinaSvetlana GennadievnaStenyushkinaSvetlana Gennadievnastenyushkina_s@bsu.edu.ruNazarovaAnastasia NikolaevnaNazarovaAnastasia Nikolaevnanazarova_a@bsu.edu.ruBondarenkoBayramkiz AgabalayevnaBondarenkoBayramkiz Agabalayevnab_bondarenko@bsu.edu.ru20206200

Focus on the quality of education is a priority of the state program of the Russian Federation &ldquo;Development of education&rdquo; (approved by the RF government decree of December 26, 2017 № 1642). The main activities of the direction &ldquo;Improving the management of the education system&rdquo; of this program include measures to implement mechanisms for evaluating and ensuring the quality of education in accordance with state educational standards. Assessment of the quality of education in the universities is determined by the necessity of the competence orientation of the educational process and its content, technology implementation, re-evaluation procedures, technologies and tools to assess the quality of training students within the framework of the competence-oriented educational standards. The article deals with the problem of evaluating the quality of training of students of higher educational institutions. The definition of the concept of quality of education from the point of view of stakeholders is given.&nbsp; The article presents a method for evaluating the formation of learning outcomes based on a two-criteria approach (competence and disciplinary). The main criteria for evaluating the formation of learning outcomes are highlighted. The results of testing the methodology in one of the areas of training are considered. To study the level of competence formation, a scale of assessment of competence formation (the stage of competence formation) is proposed. The results of testing the methodology for evaluating the formed learning results presented in the article can be useful for interested persons who are directly involved in the process of designing, developing and implementing educational programs, as well as in making methodological and managerial decisions aimed at improving the quality of education.

Focus on the quality of education is a priority of the state program of the Russian Federation &ldquo;Development of education&rdquo; (approved by the RF government decree of December 26, 2017 № 1642). The main activities of the direction &ldquo;Improving the management of the education system&rdquo; of this program include measures to implement mechanisms for evaluating and ensuring the quality of education in accordance with state educational standards. Assessment of the quality of education in the universities is determined by the necessity of the competence orientation of the educational process and its content, technology implementation, re-evaluation procedures, technologies and tools to assess the quality of training students within the framework of the competence-oriented educational standards. The article deals with the problem of evaluating the quality of training of students of higher educational institutions. The definition of the concept of quality of education from the point of view of stakeholders is given.&nbsp; The article presents a method for evaluating the formation of learning outcomes based on a two-criteria approach (competence and disciplinary). The main criteria for evaluating the formation of learning outcomes are highlighted. The results of testing the methodology in one of the areas of training are considered. To study the level of competence formation, a scale of assessment of competence formation (the stage of competence formation) is proposed. The results of testing the methodology for evaluating the formed learning results presented in the article can be useful for interested persons who are directly involved in the process of designing, developing and implementing educational programs, as well as in making methodological and managerial decisions aimed at improving the quality of education.

quality of educationquality of traininglevel of competencecompetence approachevaluation of residual knowledgethe system of internal evaluation of the quality of educationquality management systemeducational organizationquality of educationquality of traininglevel of competencecompetence approachevaluation of residual knowledgethe system of internal evaluation of the quality of educationquality management systemeducational organizationСписок литературыAbdallah K.M. (2019), &ldquo;Actual problems of evaluating the quality of education in higher education&rdquo;, Young scientist, №17, 203-204. (In Russian)Aguado, M.L. (2018), &ldquo;Quality assessment of university degrees. Difficulties perceived from the quality assurance systems&rdquo;, Education XX1, 21, 263-284.Cechova, Ivana, Neubauer, Jiř&iacute; and Sedlač&iacute;k, Marek, (2019), &ldquo;Tracking the University Student Success: Statistical Quality Assessment&rdquo;, Journal on Efficiency and Responsibility in Education and Science, 12, 12-25.Deng, S. and Que, X. (2019), &ldquo;Research on the teaching assessment of students of science and engineering teachers in a university&rdquo;, Comput. Appl. Eng. Educ. 27: 5-12, available at: https://doi.org/10.1002/cae.22051 (Accessed 28 March 2020).Flores, M.A., Brown, G., Pereira, D. et al. (2020), &ldquo;Portuguese university students&rsquo; conceptions of assessment: taking responsibility for achievement&rdquo;, High Educ. 79, 377-394, available at: https://doi.org/10.1007/s10734-019-00415-2 (Accessed 26 March 2020).Gerritsen-van Leeuwenkamp, Karin &amp; Brinke, Desir&eacute;e &amp; Kester, Liesbeth. (2019), &ldquo;Students&rsquo; perceptions of assessment quality related to their learning approaches and learning outcomes&rdquo;, Studies in Educational Evaluation, 63, 72-82.Goos, M. and Salomons, A. (2017), &ldquo;Measuring teaching quality in higher education: assessing selection bias in course evaluations&rdquo;. Res. High Educ., 58, 341-364, available at: https://doi.org/10.1007/s11162-016-9429-8 (Accessed 28 March 2020).Guidelines for conducting an independent assessment of the quality of educational activities of organizations engaged in educational activities: letter of the Ministry of Education and Science of the Russian Federation dated 03.04.2015 no. AP-512/02. (In Russian).Gerritsen-van Leeuwenkamp, K. J., Joosten-ten Brinke, D., and Kester, L. (2019), &ldquo;Taking Stock of Initiatives to Improve Learning Quality in American Higher Education Through Assessment&rdquo;, Higher Education Policy, 32, 577-595.Gerritsen-van Leeuwenkamp, K. J., Joosten-ten Brinke, D., and Kester, L. (2017), &ldquo;Assessment quality in tertiary education: An integrative literature review&rdquo;, Studies in Educational Evaluation, 55, 94-116.Ledovskaja T.V. and Solynin N.Je. (2019), &ldquo;Main approaches to assessing the results of students&#39; development of basic educational programs&rdquo;, Yaroslavl pedagogical Bulletin, №1 (106), 49-55. (In Russian).Liu, Shuiyun (2016), &ldquo;Quality Assessment and University Change in China&rdquo;, Higher Education in Asia: Quality, Excellence and Governance, available at:https://doi.org/10.1007/978-981-10-0789-7_7 (Accessed 26 March 2020)Razov P.V. and Amiraslanova A.N. (2018), &ldquo;Assessment of the quality and demand for educational services of higher educational institutions, taking into account the opinion of consumers&rdquo;, Vlast, №9, 162-167. (In Russian).Tjurikov A.G., Borovinskih O.S., Golubeva K.A. and Kunizheva D.A. (2018), &ldquo;Formation of a system of internal and external independent assessment of the quality of educational services at the University&rdquo;, Vlast, №9, 147-152.(In Russian).Wang, Dongfang &amp; Sun, Yuting &amp; Jiang, Ting. (2018), &ldquo;The Assessment of Higher Education Quality from the Perspective of Students through a Case Study Analysis&rdquo;, Frontiers of Education in China. 13. 267-287.Zhuravleva M.M., Nakonechnyh V.N. (2019), &ldquo;Scientific and methodological approaches to the formation of professional competence of students in higher education&rdquo;, Pedagogical image, № 2 (43), 227-239. (In Russian).