Assessment of university students' educational achievements in the context of praxeological approach

Abstract

Relevance. One of the requirements for higher education in Russia is the transition to the system of quality indicators and educational standards comparable to the global one. As a result, it necessitates new approaches to assessing and monitoring university students' educational achievements. Praxeological approach to assessment from the standpoint of “correctness” of the implementation of assessment procedures, their feasibility, rationality, effectiveness, and scientific validity is becoming in demand today. The aim of the article is to set up the problem of assessing university students' educational achievements in the context of the praxeological approach; to present the results of empirical data analysis on the application of traditional and innovative formats for assessing students' educational achievements. Methodology and research methods. OBE-, activity-based-, student-centered- and praxeological approaches to teaching and learning are the methodological bases of the study; 135 respondents (undergraduate-, graduate-, post-graduate students, and educators) took part in the survey, using the Google Forms online service. The results are presented by the description and argumentation of the current problem of assessing university students' educational achievements, by recording empirical data on assessment at universities, the formulation of 5 praxeological principles for assessing students' educational achievements, taking into account the specifics of higher education and priorities of the modern education paradigm. Scientific novelty is due to the context of considering the problem of assessing university students' educational achievements from the standpoint of the praxeological approach and is based on the analysis of fixed empirical facts of assessment practice in Russian universities. The practical significance of the presented study results lies in their applicability at universities to improve the systems for assessing students' educational achievements from the standpoint of pedagogical praxeology, and choosing the most optimal formats in accordance with the specific assessment situation.