Diagnostics of formation of metacompetence of the subject of educational activity

Abstract

The implementation of the competence approach in the practice of education involves monitoring the development of the studied competence of students. students, which is presented in the study as an over-subject competence that determines the methodology in any field of cognitive activity. The relevance of the research is determined by the weak development of the problem of metacompetence and its diagnostics in pedagogical science and educational practice, despite the high level of its research in cognitive psychology, as well as its social significance in the conditions of high dynamism of all spheres of modern human activity, which determines the need for continuous self-education. The study was based on a General scientific system approach, which allowed us to represent metacompetence in the system unity of its structural components, allowing the diagnosis of their levels of formation. Relying on the competence and activity approaches determined the studied phenomenon as a result of education, which is a characteristic of the productive activity of the subject. Articles, monographs, and normative documents were used. their research based on the methods of content analysis, synthesis, and generalization revealed the theoretical background of the research. The result of the study was a reasonable choice of diagnostic methods for assessing the level of metacompetence components that meet the criteria of least labor intensity, ease of use and the possibility of high-quality reproducibility by any user for different categories of students. This result was achieved by solving research problems: • specification of the algorithm for building a diagnostic device that structures the solution of this problem; • a meaningful description of each stage of its solution, as well as structural components of metacompetence and levels of its formation; • content analysis of valid, reliable diagnostic psychometric products for the possibility of their use for the diagnosis of metacompetence formation.