A methodology for evaluating student learning outcomes

Abstract

Introduction. Currently, there is no uniform methodology for assessing student competencies and learning outcomes in Russia. Educational organizations develop these methodologies independently. There are no uniform grade allocation criteria, and there is confusion about the concepts of “indicators” and “evaluation criteria” that challenges the assessment of the quality of educational activities and triggers complaints about biased assessments. In this regard, there is a need to set reasonable rules for evaluating learning outcomes. Materials and methods. The author made a contribution in the development of a methodology for evaluating learning outcomes at NRU MGSU. A comparative analysis of the assessment methods described in the publications made by different authors was carried out to identify the strengths and weaknesses of this methodology. The proposed methodology is compared with Bloom’s taxonomy. Results. The analysis has shown that currently used assessment methods are far from being perfect, and a number of problems of their development have been identified. Principles of selecting indicators and evaluation criteria are proposed on the basis of the analysis performed by the author. It is advisable to use such learning outcomes, as knowledge and skills, as assessment indicators. A system of knowledge and skills assessment criteria characterizing their amount and quality is proposed. Conclusions. The proposed assessment method has advantages and disadvantages. Its advantages include clarity and flexibility of the criteria that ensure a comprehensive assessment of knowledge and skills. The disadvantages of the methodology are the complexity of the criterial system and disregard for any personal features of a student in the process of evaluation.