Оценочная деятельность преподавателя в компетентностной парадигме: формирование осознанной компетентности
The article discusses the issue of assessment of learning outcomes in the context of competence-based higher education, which calls for novel approaches to systematic professional development of in-service teachers. To build competence in assessment among the teaching community in academia, novel methodological approaches are proposed to in-service teachers’ professional development in the area of assessing competence-based learning outcomes through facilitating change in teachers’ attitudes to assessment as an integral part of the educational process. Axiology-based approach and a four-stage conscious competence learning model are proposed as a methodological basis for teacher professional development in the area of university students’ learning outcomes assessment. As a result, an innovative model of professional development programme for continuous education institutions of professional teachers’ development is offered, which is aimed at developing the conscious competence in assessment of students’ competence-based learning outcomes. As a teacher development pathway to form the competence in assessment within the framework of continuous education, a four-level scale of the competence acquisition is used, namely “unconscious incompetence – conscious incompetence – conscious competence – unconscious competence” with emphasis laid on achieving the level of conscious competence. The axiological approach employed emphasizes changing the teachers’ attitude in assessment from measuring the learning outcomes achieved by the students to scaffolding the process of their achievement. The approach developed is suggested for use in institutions of continuous education for professional development of in-service university teachers of various specialisms.