PSYCHOLOGICAL AND PEDAGOGICAL PROBLEMS OF ASSESSING OF HIGHER EDUCATION OBTAINERS DURING DISTANCE LEARNING

Abstract

The article presents the peculiarities of the work of obtainers of higher education in classes conducted with the help of distance learning technologies and considers the psychological and pedagogical problems of evaluating their educational achievements, pedagogical conditions that will contribute to the formation of students’ motivation to observe academic integrity. The purpose of the article is to analyze the factors that influence the evaluation of higher education obtainers during distance learning and to determine the pedagogical conditions that will contribute to the formation of their motivation to master the educational material and the independent presentation of the obtained results. Methodology of the article. Consideration of psychological and pedagogical problems of distance learning of higher education obtainers, taking into account the subject of assessment: knowledge, skills and abilities. It was revealed that the assessment of higher education obtainers during distance learning should perform control, didactic, corrective, and motivational functions. It is established that assessment tools and control measures should meet the goals of distance learning and provide an opportunity for students to evaluate their progress in learning and motivate them to master the program material. It has been demonstrated that the current and final evaluation of students’ learning results should be based on an individual approach, the use of problem situations, the performance of practically oriented tasks, tests in a short period of time, the formulation of questions, the answer to which requires analysis and generalization of the educational material. The theoretical basis of the research is humanistic pedagogy and teaching methods. Results. The main psychological-pedagogical problems affecting the assessment of student learning outcomes during distance learning (virtual environment, software, ediated communication, limited eye contact, large amount of written information, high demands of teachers, etc.) are highlighted. It has been proven that evaluation depends on: the use of clear evaluation criteria; stimulating students for independent demonstration of knowledge and skills; setting tasks by the teacher in accordance with the technical capabilities of each student; establishing feedback and reflection of the teacher on completed tasks; use of problem situations, practice-oriented tasks, tests; correction of answers, etc. The practical significance of the obtained results lies in the fact that they help the teacher to choose methods of assessment of higher education obtainers during distance learning, which allow for current and final control of their knowledge, skills and abilities without violating academic integrity. Key words: current and final assessment of higher education obtainers, distance learning, academic integrity, psychological and pedagogical problems of distance learning, assessment tools and methods of demonstrating learning results by students during distance learning.