infojournalИнформатика и образованиеInformatics and education0234-04532658-7769Publishing House Education and Informatics10.32517/0234-0453-2020-35-4-46-52infojournal-535Research ArticleПЕДАГОГИЧЕСКИЕ ИЗМЕРЕНИЯ И ТЕСТЫPEDAGOGICAL ASSESSMENTS AND TESTSИзмерение достижений обучающегося для формирования индивидуального графика обучения в электронной средеMeasuring the achievements of student for creating the individual training schedule in the electronic environmenthttps://orcid.org/0000-0001-8155-5902АникьеваМ. А.AnikievaM. A.

Аникьева Марина Анатольевна, ст. преподаватель кафедры систем искусственного интеллекта, Институт космических и информационных технологий

660041, г. Красноярск, Свободный пр-т, д. 79

Marina A. Anikieva, Senior Lecturer at the Department of Artificial Intelligence Systems, Institute of Space and Information Technologies

660041, Krasnoyarsk, Svobodny prospect, 79

MAnikieva@sfu-kras.ruСибирский федеральный университетРоссияSiberian Federal UniversityRussian Federation202004072020044652Copyright © Аникьева М.А., 20202020Аникьева М.А.Anikieva M.A.This work is licensed under a Creative Commons Attribution 4.0 License.https://info.infojournal.ru/jour/article/view/535

Статья посвящена вопросам автоматизации учебного процесса в части измерения достижений обучающегося в электронных обучающих системах (ЭОС) для решения задач построения индивидуального графика обучения. Рассмотрены психологопедагогические понятия, используемые для оценки усвоения учебного материала. Выявлено, что применяемые подходы для измерения достижений обучающихся не подходят для электронной среды. Для построения в ЭОС индивидуального графика изучения материалов учебной дисциплины предлагается измерять количество работы, проделанной обучающимся, на основе структуры его деятельности в процессе достижения целей обучения. Выделены пять шагов в ходе достижения цели обучения: 1) освоение понятийного аппарата, 2) усвоение знаний о способе действий, 3) формирование умения, 4) формирование навыка, 5) формирование умения решать нестандартные задачи. Рассматривая полученные этапы формирования способности осуществлять изучаемую деятельность как уровни освоения учебного материала, получаем шкалу уровней освоения. Приведены виды заданий в LMS Moodle, которые можно использовать для контроля достижения выделенных уровней освоения учебного материала. Эта шкала может быть использована для расчета трудоемкости работы обучающегося при освоении учебного материала, для планирования учебной программы, формирования индивидуального графика обучения.

The article is devoted to the automation of the educational process in terms of measuring the achievements of student in electronic training systems (EOS) to solve the problems of creating an individual training schedule. Psychological and pedagogical concepts used for evaluation of learning material acquisition are considered. It has been found that the approaches used to measure the achievements of students are not suitable for the electronic environment. In order to build an individual schedule for studying materials in the educational discipline in the EOS, it is proposed to measure the amount of work done by the student. To achieve this goal, a scale developed on the basis of the structure of its activity of the trainee in the process of achieving the objectives of the training is proposed. Five steps are highlighted in the achievement of the learning goal: 1) mastering the conceptual framework, 2) assimilation of knowledge of a way of actions, 3) formation of ability, 4) formation of skill, 5) formation of ability to solve non-standard problems. Considering the obtained stages of formation of ability to carry out studied activities as levels of mastery of educational material, a scale of levels of mastery is obtained. The types of tasks in LMS Moodle are given, which can be used to monitor the achievement of the selected levels of learning material. This scale can be used to calculate the labour intensity of the student’s work during the mastering of educational material, to plan the curriculum, to form an individual training schedule.

электронное обучениеучебная дисциплинадеятельность обучающегосязнанияумениянавыкиуровень освоения учебного материалаe-learningacademic disciplineactivity of traineeknowledgeskillslevel of mastering educational materialReferencesGrigoriev S. G., Mishota I. Yu. Digital University: An actual paradigm of the education informatization // Modern management trends and the digital economy: from regional development to global economic growth. Proc. 1st Int. Scientific Conf. Ekaterinburg: Atlantis Press, 2019. DOI: 10.2991/mtde-19.2019.128Grigoriev S. G., Mishota I. Yu. Digital University: An actual paradigm of the education informatization. Modern management trends and the digital economy: From regional development to global economic growth. Proc. 1st Int. Scientific Conf. Ekaterinburg, Atlantis Press, 2019. DOI: 10.2991/mtde-19.2019.128Klašnja-Milićević A., Ivanović M., Nanopoulos A. Recommender systems in e-learning environments: A survey of the state-of-the-art and possible extensions // Artificial Intelligence Review. 2015. Vol. 44. Is. 4. P. 571–604. DOI: 10.1007/s10462-015-9440-zKlašnja-Milićević A., Ivanović M., Nanopoulos A. Recommender systems in e-learning environments: A survey of the state-of-the-art and possible extensions. Artificial Intelligence Review, 2015, vol. 44, is. 4, p. 571–604. DOI: 10.1007/s10462-015-9440-zHeywood J. The assessment of learning in engineering education: Practice and policy. New Jersey: WileyIEEE Press, 2016. 366 p. https://www.wiley.com/en-us/The+Assessment+of+Learning+in+Engineering+Education%3A+Practice+and+Policy-p-9781119175513Heywood J. The assessment of learning in engineering education: Practice and policy. New Jersey, Wiley-IEEE Press, 2016. 366 p. Available at: https://www.wiley.com/en-us/The+Assessment+of+Learning+in+Engineering+Education%3A+Practice+and+Policy-p-9781119175513Калдыбаев С. К. Педагогические измерения: становление и развитие. Бишкек: Айат, 2008. 208 c.Kaldybaev S. K. Pedagogicheskie izmereniya: stanovlenie i razvitie [Pedagogical measurements: Formation and development]. Bishkek, Аjat, 2008. 208 p. (In Russian.)Day I. N. Z., van Blankenstein F. M., Westenberg M., Admiraal W. A review of the characteristics of intermediate assessment and their relationship with student grades // Assessment & Evaluation in Higher Education. 2017. Vol. 43. Is. 6. P. 908–929. DOI: 10.1080/02602938.2017.1417974Day I. N. Z., van Blankenstein F. M., Westenberg M., Admiraal W. A review of the characteristics of intermediate assessment and their relationship with student grades. Assessment & Evaluation in Higher Education, 2017, vol. 43, is. 6, p. 908–929. DOI: 10.1080/02602938.2017.1417974Shuell T. J. Cognitive conceptions of learning // Review of Educational Research. 1986. Vol. 56. Is. 4. P. 411–436. DOI: 10.2307/1170340Shuell T. J. Cognitive conceptions of learning. Review of Educational Research, 1986, vol. 56, is. 4, p. 411–436. DOI: 10.2307/1170340Kahiigi E. K., Ekenberg L., Hansson H., Tusubira F. F., Danielson M. Exploring the e-Learning state of art // Electronic Journal of e-Learning. 2008. Vol. 6. No. 2. P. 77–88. http://www.diva-portal.org/smash/record.jsf?pid=diva2%3A185115&dswid=3828Kahiigi E. K., Ekenberg L., Hansson H., Tusubira F. F., Danielson M. Exploring the e-Learning state of art. Electronic Journal of e-Learning, 2008, vol. 6, no. 2, p. 77–88. Available at: http://www.diva-portal.org/smash/record.jsf?pid=diva2%3A185115&dswid=3828Галеев И. Х. Интеллектуальные обучающие системы: теоретические основы. Казань: КНИТУ-КАИ, 2018. 76 c.Galeev I. Kh. Intellektual’nye obuchayushhie sistemy: teoreticheskie osnovy [Intelligent learning systems: Theoretical foundations]. Kazan, KNRTU-KAI, 2018. 76 p. (In Russian.)Guerrero-Roldán A. E., Noguera I. A model for aligning assessment with competences and learning activities in online courses // The Internet and Higher Education. 2018. Vol. 38. P. 36–46. DOI: 10.1016/j.iheduc.2018.04.005Guerrero-Roldán A. E., Noguera I. A model for aligning assessment with competences and learning activities in online courses. The Internet and Higher Education, 2018, vol. 38, p. 36–46. DOI: 10.1016/j.iheduc.2018.04.005Stödberg U. A research review of e-assessment // Assessment & Evaluation in Higher Education. 2012. Vol. 37. Is. 5. P. 591–604. DOI: 10.1080/02602938.2011.557496Stödberg U. A research review of e-assessment. Assessment & Evaluation in Higher Education, 2012, vol. 37, is. 5, p. 591–604. DOI: 10.1080/02602938.2011.557496Прохоров А. М. Советский энциклопедический словарь. М.: Советская Энциклопедия, 1986. 1600 c.Prokhorov A. M. Sovetskij ehntsiklopedicheskij slovar’ [Soviet encyclopedic dictionary]. Moscow, Sovetskaya Ehntsiklopediya, 1986. 1600 p. (In Russian.)Tyler R. W. Basic principles of curriculum and instruction. Chicago: University of Chicago Press, 1949. 144 p. https://www.press.uchicago.edu/ucp/books/book/chicago/B/bo17239506.htmlTyler R. W. Basic principles of curriculum and instruction. Chicago, University of Chicago Press, 1949. 144 p. Available at: https://www.press.uchicago.edu/ucp/books/book/chicago/B/bo17239506.htmlBloom B. S. The relationship between educational objectives and examinations designed to measure achievement in general education courses at the college level. Doctoral diss. Chicago, 1946. 124 p.Bloom B. S. The relationship between educational objectives and examinations designed to measure achievement in general education courses at the college level. Doctoral diss. Chicago, 1946. 124 p.Беспалько В. П. Слагаемые педагогической технологии. М.: Педагогика, 1989. 190 c.Bespalko V. P. Slagaemye pedagogicheskoj tekhnologii [Components of pedagogical technology]. Moscow, Pedagogika, 1989. 190 p. (In Russian.)Biggs J. What the student does: Teaching for enhanced learning // Higher Education Research & Development. 2012. Vol. 31. Is. 1. P. 39–55. DOI: 10.1080/07294360.2012.642839Biggs J. What the student does: Teaching for enhanced learning. Higher Education Research & Development, 2012, vol. 31, is. 1, p. 39–55. DOI: 10.1080/07294360.2012.642839Белова Е. К. Таксономия уровней целей учебной деятельности и ее учет при дидактическом проектировании // Проблеми інженерно-педагогічної освіти. 2007. № 17. С. 227–240.Belova E. K. Taksonomiya urovnej tselej uchebnoj deyatel’nosti i ee uchet pri didakticheskom proektirovanii [Educational activity goal level taxonomy and its registration at didactic designing]. Problemi іnzhenerno-pedagogіchnoї osvіti — Problems of Engineering and Pedagogical Education, 2007, no. 17, p. 227–240. (In Russian.)Меркулова С. К проблеме оценки компетентности // Высшее образование в России. 2008. № 2. С. 163–165.Merkulova S. K probleme otsenki kompetentnosti [To the problem of competency assessment]. Vysshee obrazovanie v Rossii — Higher Education in Russia, 2008, no. 2, p. 163–165. (In Russian.)Мензул Е. В., Рязанцева Н. М., Моисеева О. Н. Современные образовательные технологии. Самара: СамГМУ, 2010. 45 с.Menzul E. V., Ryazantseva N. M., Moiseeva O. N. Sovremennye obrazovatel’nye tekhnologii [Modern educational technology]. Samara, SamSMU, 2010. 45 p. (In Russian.)Атанов Г. А. Деятельностный подход в обучении. Донецк: ЕАИ-пресс, 2001. 160 c.Atanov G. A. Deyatel’nostnyj podkhod v obuchenii [Action approach in learning]. Donetsk, EАI-press, 2001. 160 p. (In Russian.)Ильясов И.И., Галатенко Н. А.Проектирование курса обучения по учебной дисциплине. М.: Логос, 1994. 205 c.Ilyasov I. I., Galatenko N. A. Proektirovanie kursa obucheniya po uchebnoj distsipline [Designing a training course in a subject matter]. Moscow, Logos, 1994. 205 p. (In Russian.)Аникьева М. А. Методика расчета времени для освоения учебного материала // International Journal of Advanced Studies. 2018. Т. 8. № 2. С. 74–90. DOI: 10.12731/2227-930X-2018-2-74-90Anikieva M. A. Metodika rascheta vremeni dlya osvoeniya uchebnogo materiala [Methods of time calculation for learning the educational material]. International Journal of Advanced Studies, 2018, vol. 8, no. 2, p. 74–90. (In Russian.) DOI: 10.12731/2227-930X-2018-2-74-90eКурсы. Система электронного обучения СФУ. https://e.sfu-kras.ru/eKursy. Sistema ehlektronnogo obucheniya SFU [eCourses. SFU e-learning system]. (In Russian.) Available at: https://e.sfu-kras.ru/

The authors declare that there are no conflicts of interest present.