Technological map of personal growth of a bachelor. Portfolio of professional achievements of a pedagogical worker Creative sketch of professional achievements of a bachelor

UDC 378+37.0

Kravchenko Elena Vladimirovna

Head of training and production practice of the Kuibyshev branch of the Novosibirsk State Pedagogical University, [email protected], Kuibyshev.

PORTFOLIO IN THE SYSTEM OF PROFESSIONAL ACHIEVEMENTS OF STUDENTS*

Annotation. The article discusses the portfolio technology that is being actively introduced into the practice of educational institutions. The author proposes a student portfolio model at a university as one of the alternative methods of assessment technologies based on the use of a competency-based approach.

Key words: specialized education; student portfolio; teaching practice; professional competence; competence assessment.

Kravchenko Elena Vladimirovna

Chief internship supervisor of Kuibyshev branch of the Novosibirsk State Pedagogical University, [email protected], Kuibyshev.

PORTFOLIO IN THE SYSTEM OF STUDENT'S PROFESSIONAL ACHIEVEMENTS

abstract. The article deals with the problem of portfolio technology that has been actively put into practice of educational establishments. The author presents the model of student’s portfolio at the university as one of the alternative methods of rating technologies based on the usage of competence approach.

Keywords: profile education; student's portfolio school internship; professional competence;

competence rate.

In the context of the transition to specialized education, new requirements are imposed on the teacher of a specialized school, and, accordingly, on the preparation of students of pedagogical universities, filling the content of education with additional characteristics. L.V. Koroleva, M.Yu. Korolev, N.I. Odintsova, N.S. Puryshev and I.M.

Smirnova distinguishes two conditional blocks in the preparation of students: pre-profile and profile [see, for example, 2]. In accordance with the fact that the first stage of profile education at the senior level of general education is preceded by pre-profile training.

The first, pre-profile, block contains the following areas of student training:

1) conducting elective courses: a) subject (aimed at expanding students' knowledge of a particular subject);

b) orientational (should contribute

self-determination of students in relation to the profile of education in high school);

2) building collections of individual achievements of students ("portfolio"):

a) "portfolio of documents" (olympiads, various competitions, tests, etc.);

b) "portfolio of work" (creative, design, research work of students);

c) "portfolio of reviews" (various characteristics of the attitude of students to the relevant activities).

In the second, profile, block, the direction of student training is determined by the differentiation of the content of academic subjects: 1) basic (they are of a general educational nature, they reflect a mandatory, invariant part of education for all students); 2) profile (provide an in-depth study of a particular subject, focused on preparing a school graduate for the subsequent

* The work was carried out as part of the implementation of the Strategic Development Program of the Federal State Budgetary Educational Institution of Higher Professional Education "NSPU" for 2012-2016, project 2.3.1.

professional training in the chosen direction, variational part of training);

3) elective (elective courses). Unlike elective courses, elective courses are required for all high school students. They must ensure that the individual needs, inclinations, and interests of students are met.

The preparation of a future teacher of a specialized school consists not only in the formation of new professional skills, but also in the constant accumulation of experience in the creative solution of pedagogical problems, in the constant increase in the level of cognitive and organizational independence in educational activities, as well as in the process of self-education. Taking into account the peculiarities of the organization of specialized education, independent work ensures the reflexive nature of educational activity, the controlled nature of cognitive activity and the creative nature of pedagogical activity.

In our opinion, the second step in the preparation of students should be considered work on their own portfolio, where such components of educational activity as the processing and structuring of information become more pronounced, the skills of selection, content, self-assessment and self-presentation are formed.

A portfolio is a collection of work from a specific period of time (a semester or an academic year) that is assessed either in terms of the student's progress or in terms of compliance with the curriculum. "The use of a portfolio in the educational process contributes to the development of students' skills of methodical work with various types of educational and professional information, the systematization of professional knowledge, the formation of professional reflection" . The meaning of reflection as a special cognitive action is to clarify a person's knowledge, the ability to adequately assess their own achievements and capabilities, to draw the necessary conclusions regarding their own self-improvement.

The main purpose of creating a portfolio is to analyze and present significant results of the processes of professional and personal development of the future

specialist, ensuring monitoring

cultural and educational growth of the student. The portfolio allows you to take into account the results achieved by the student in a variety of activities: educational, educational, creative, self-educational.

K. E. Bezukladnikov and M. M. Shalashova propose to introduce the work of students on a personal portfolio in a pedagogical university from the very beginning of education. This makes it possible to get a foreseeable program of one's professional development, to see the stages of formation of the competencies necessary for a future teacher and set one up for serious work to achieve success in educational activities and the desire for continuous self-improvement. According to K. E. Bezukladnikov, the use of a portfolio contributes to dynamism (willingness to turn on active forms of work, reorganize on the go and act independently), self-development, integrity (the result of educational activities at a university becomes the formation of professional competencies of a foreign language teacher) and criterion-based assessment of results. M. M. Shalashova considers the analysis of a student's portfolio an effective means of assessing competence, the structure of which includes: the results of the defense of term papers and final qualifying work, indicating the topic and a brief description of the study; results of defense of scientific research works; results of other activities: participation in exhibitions, competitions, technical creativity, etc.; results and duration of training in elective courses; results of pedagogical practice; information about participation in olympiads, competitions, conferences, training seminars and the result achieved; sports and other achievements.

Portfolio maintenance is carried out by the student himself in printed (drive folder with files) or electronic form. Each individual material included in the portfolio during the study at an educational institution is dated. Recording of educational results is carried out systematically. At the end of the academic semester (academic year), changes in the content are made electronically.

Siberian Pedagogical Journal ♦ No. 7 / 2012

in the form of a duplicate copy of the portfolio at the teaching department.

In the future, the student portfolio serves as the basis for compiling a graduate resume when looking for a job, continuing education, etc. The portfolio is formed by the student on a voluntary basis. However, the advisory nature of portfolio compilation does not exclude the importance of this procedure. The portfolio allows the student to professionally approach the assessment of his own achievements, build a personal and creative trajectory of success, which is an important component of the rating of a future specialist in the labor market.

In modern conditions, the need for professional initiative is increasing, the creative, rather than reproductive nature of the attitude of the future teacher to his professional activity is valued. According to G. V. Sorokovs, I. V. Shumova, “the main problem of pedagogical practice is both insufficiently clear understanding by students of their goals and objectives, and the inability to adequately reflect on their activities” . Pedagogical practice in universities serves as a link between the theoretical training of students and their future independent work at school, and is also designed to prepare students for pedagogical activity, equip them with a set of skills and abilities, and creatively carry out all types of educational work.

The systematic use of the portfolio as an analytical and evaluation technology provides a high-quality accumulation of information necessary for the timely recording of real changes and the growth of professional skills of the future teacher. Maintaining a portfolio is a creative work that allows the student to really imagine his educational level, see the reserves, determine the direction of professional self-improvement. In addition, this technology can be used as a tool to stimulate the student (the ability to choose a base institution for teaching practice, participation in student scientific and practical conferences, publication of the results of scientific

research, employment, etc.). Consequently, the organized systemic diagnostics of the professional and personal development of the future specialist makes it possible to implement in practice an individually oriented approach to the qualitative assessment of the results of the educational and upbringing activities of an educational institution.

Thus, the formation of a portfolio is a creative work that allows, on the basis of a comprehensive systemic understanding, to analyze and summarize the results of one's professional activity, which, of course, is a way to determine directions and an incentive for further professional development.

Bibliographic list

1. Bezukladnikov K. E. Professional portfolio as a means of forming the professional competence of a future foreign language teacher // Foreign Languages at School. - 2008. - No. 8. - S.66-70.

2. Koroleva L. V. On the preparation of the teacher for teaching in the conditions of profile education // Science and School. - 2006. - No. 6. - P.32-35.

3. Lizunova L. R. Educational materials. Student portfolio (approximate position). [Electronic resource]. URL: http://www.logopunkt.ru/umm1.htm. (date of access: 04/04/2012).

4. Modern educational technologies: a textbook for students, undergraduates, graduate students, doctoral students, school. teachers and university teachers: recommended by the Ministry of Education and Science of the Russian Federation / under the general. ed. N. V. Bordovskoy. - Moscow: KnoRus, 2011. - 432 p.

5. Sorokovykh G. V. Methodological portfolio of a student-trainee as a way to form the professional competence of a future teacher of a foreign language // Foreign Languages at School. - 2007. - No. 1. - P.54-58.

6. Shalashova M. M. Comprehensive assessment of the competence of future teachers // Pedagogy. -2008. - No. 7. - P.54-59.

Siberian Pedagogical Journal ♦ No. 7 / 2012

Portfolio

Bachelor

course

Khramova Natalya Petrovna

FULL NAME.

Direction of training

Teacher Education

Profile Primary education

Qualification (degree) of the graduate

bachelor

Arzamas, 2017

Title page

Practice Diary

the date	Activities	Manager's signature
Week 1
December 1, 2017	1 Kick-off conference: 2. Acquaintance with the program and the content of the practice safety briefing. 3.Individual consultation on organizational and substantive issues of practice. 4. The sphere of education as a set of interacting subjects. 5. Normative legal documents of the federal level used in the work of educational institutions of the Russian Federation
December 2, 2017	1. Law of the Russian Federation "On Education", 2. Civil Code of the Russian Federation. 3.Standards of the main educational programs.
December 4, 2017	1. Requirements for the results of the development of basic educational programs (BEP). 2. Requirements for the OOP structure. 3. Various types of educational institutions and features of their functioning
December 5, 2017	1. Local acts regulating the activities of the Institution (Organization). 2. Charter of the educational institution (Organization
December 6, 2017	1. Standard provision on an educational institution 2. The program of activities of an educational institution 3. The concept of school development. 4. Organizational documents of the OU (OO).
December 7, 2017	1. Administrative documents. 2. Job descriptions of a primary school teacher.
2 weeks
December 11, 2017.	1. Educational and pedagogical documentation. 2. Approaches to the professional legal and regulatory training of primary school teachers
December 12, 2017.	1. Educational space as a set of socialization institutions that determine the socio-economic development of states. 2. Scheme of subordination in OS
December 13, 2017.	1. Cluster "Regulatory support of an educational organization". 2. Self-analysis of professional activity.
December 14, 2017.	1. Portfolio of professional achievements of a bachelor student. 2. Presentation of the results of professional activity at the final conference on educational practice.

Analysis-reference

"Responsibilities of a primary school teacher"

Technological map of the lesson

Class.3

2. Subject. Spelling of words with unpronounceable consonants at the root.

3. Form of holding.

5. Tasks:

- educational (personal results);

- developing (meta-subject results);

– educational (substantive results).

6. Equipment.

7. Literature and sources.

Essay

"Social significance of the primary school teacher"

Creative essay on professional achievements of a bachelor student

Presentation for the Creative Essay on the Professional Achievements of a Bachelor Student

Technological map of personal growth of a bachelor

№	Tasks	Formed competencies	Grade
Student	Methodist
1.	Practice Diary	З2(OPK-1)	Great
U2(OPK-1)	Great
B1 (OK-7)	Great
2.	Analysis-reference "Job responsibilities of a primary school teacher"	U2(PK-6)	Great
U2(OK-7)	Great
B1 (OK-7)	Great
3.	Technological map of the lesson (TCM at the choice of the student)	Z1 (PK-1)	Great
Z2 (PK-1)	Great
U2 (PK-1)	Great
B1 (PC-1)	Great
4.	Cluster "Regulatory support of an educational organization"	Z2(OPK-4)	Great
U1(OPK-4)	Great
U2(OPK-4) V1 (	Great
5.	Essay	Z2(OPK-4)	Great
U2(OPK-4)	Great
B1 (OPK-4)	Great
6.	creative essay	Z2 (PK-6)	Great
U2(PK-6)	Great
B1(PC-6)	Great
	Presentation of a creative essay	U2(OK-7)	Great
Z2(OK-7)	Great
B1 (OPK-4)	Great
	Total points
	Final grade for study practice

Note. Each competency is evaluated in points from 3 to 5.

Grade "satisfactory" to the bachelor is put: with the number of points up to 132 ("satisfactory" more than 50%) and less than 90 (all "satisfactory").

A bachelor is given a “good” grade: with a score of 134 to 194 (more than half of “good”).

The mark "excellent" for the bachelor is given: with the number of points from 196 to 220 (all "excellent").

PORTFOLIO
professional achievements of a teacher

Period: 7 years (from 2009 to 2015), 2 issues (first - from 2009 to 2012, second - from 2011 to 2015)

Criterion I "Stable results of mastering by students, pupils of educational programs"
As a teacher, my main task is to create an environment for the maximum development of each child. I consider learning as a process of active interaction between the teacher and the student. Teaching and educating students is based on an activity-based, developmental approach. I consider important not only the knowledge acquired at school, but also the methods of assimilation, thinking and educational work, the development of cognitive forces and the creative potential of students.
Using modern educational technologies, I have positive results of the classes, which ensures the effectiveness of training. My students have a stable quality of knowledge, academic performance is 100%, in the future they easily adapt to the middle level.
Monitoring the quality and progress of students

Academic year
2009-2010 academic year year

Grade 2
2010-2011 academic year year

3rd grade
2011-2012 academic year year

4th grade
2012-2013 academic year year

Grade 2
2013-2014
uch. year

3rd grade
2014-2015
uch. year

4th grade

Quality
66%
55%
70 %
65%
47%
56%

academic performance
91%
100%
100%
100%
100%
100%

The average quality score for subjects in the 4th grade is 4, the SDA of fourth-graders is 72%.
Subject and meta-subject results of students (for the last 3 years)

Indicators
Indicator values

2 cells
3 cells
4 cells

Number of training
%
Number of training
%
Number of training
%

Metasubject Results

regulatory
12
50%
14
63%
18
90%

cognitive
15
83%
16
77%
18
90%

communicative
9
37%
15
68%
19
95%

Subject Results
(dynamics of the quality of education in basic general education subjects)

Russian language
517
74%
14
67%
16
80%

literary reading
20
87%
19
90%
19
95%

maths
19
83%
13
62%
15
75%

the world
20
87%
17
81%
18
90%

In order to determine the motivation and interest of students in the study of such subjects as the Russian language, literary reading, mathematics, the world around me, I conduct a survey of children, their parents, and also study the products of students' activities (home, individual, research and creative tasks). Indicators of an increase in the growth of interest in the study of subjects are the positive dynamics in the number of students participating in subject Olympiads and creative competitions at various levels, the number of students participating in research activities.
A more complete picture of the achievements of children allows maintaining a portfolio, which records information about the participation of a particular student in various subject competitions and olympiads. This important modern form of assessment helps to increase the activity and independence of students, the constant growth of learning motivation. In addition, the guys and I maintain a “Class Portfolio”, which records the achievements of the class team.
Criterion II "Positive results of extracurricular activities of students in academic subjects"

The purpose of organizing extracurricular activities of schoolchildren is to expand the horizons of students in school subjects, increase educational motivation and self-expression of children. The organization of extracurricular activities within the framework of the social direction is based on socially useful activities. Forms of organization: work within the framework of the project "Improvement of the school territory"; work on landscaping the classroom, school; organization of duty in the classroom; career guidance conversations, meetings with representatives of different professions; craft exhibitions. I implement the sports and recreation direction through such forms as sports holidays and competitions, the “Mobile Games” circle (mobile, folk, recreational games). The general intellectual direction is realized through such forms as cognitive conversations, the circle “I want to know!”, Olympiads, children's research projects.
In my work I pay much attention to gifted children and children who show an increased interest in the subjects studied. I work with them individually. As a result, students have high results of participation in city competitions. Over the past two years: 3rd place in the competition of children's drawings on fire-fighting topics, 3rd place in the city competition of children's creative projects, 2nd place in the city exhibition of creative works. In addition, students actively participate in school and city reading competitions and win prizes.
The health of students is of no small importance. Students perform well in sports competitions. Two of my fourth-graders (in 2012) and two fourth-graders (in 2015) received a “Diploma of those who passed the test and fulfilled the standards of physical fitness” Sports and technical complex “Ready for work and defense of the Fatherland” for an “excellent” rating.
Particular attention is paid to the research skills of younger students. I also involve students in the creation of multimedia products, projects, presentations. Every year my students are actively engaged in research activities and have good results. Over the past 7 years, successfully speaking at the school-wide scientific and practical conference, my students receive a high appreciation of their work outside the school walls. So, in 2009, my student took 3rd place in the city student conference “First Steps in Research Activities”, became a participant in the Regional Round of the Russian Competition for Research Works and Creative Projects for Preschoolers and Primary Schoolchildren “I am a Researcher”. In 2010, my students took 1st place in the city competition of research works and creative projects "I am a researcher", in 2011 - 2nd place in the All-Russian scientific and practical conference "Scientific creativity of youth". In 2011, my third-graders presented their research work at the city seminar for teachers "The use of ICT in research activities of younger students."
Results of extracurricular activities and achievements of students

Year
F.I.
student
Class
Efficiency
Achievements

Participation rate
Type of participation (conference, competition, competition, etc.)
1m
2 m
3m

2009
XXX
(research work “Why is wheat not grown at home?”)
1
School

Regional city of Anzhero-Sudzhensk

Regional
All-school scientific and practical conference "Umnik - 2009"

City student conference "First steps in research activities"

Regional round of the Russian competition of research works and creative projects of preschoolers and primary schoolchildren "I am a researcher"

2011
XXX, XXX (research work "The connection of names and times")
2

3
School

Urban

Regional

Russian

Competition of research works and creative projects "I am a researcher"

Regional round of the Russian competition of research works and creative projects "I am a researcher"

All-Russian scientific and practical conference "Scientific creativity of youth"

2011
XXX, XXX (research work “And from our window the school flower bed is visible”)
3
School

Russian

Urban
All-school scientific and practical conference "Umnik-2010"

All-Russian scientific and practical conference "Scientific creativity of youth

Seminar "The use of ICT in the educational process"

2011
XXX
3
Urban
Exhibition of children's applied arts "Work for the hands - joy for the heart!" (in the nomination "Paper")

2011
XXX
3
Urban
Exhibition of children's applied arts "Work for the hands - joy for the heart!" (in the nomination "Layout")

2011
XXX
3
Urban
Exhibition of children's applied arts "Work for the hands - joy for the heart!" (in the nomination "Clay")

2011
XXX
3
Urban
Exhibition of creative works dedicated to the anniversary of the city of Taiga and the Day of Cosmonautics.

2011
XXX
3
Urban
Exhibition of children's applied arts "Work for the hands - joy for the heart!" (in the nomination "Waste material")
+

2011
XXX
3
Urban
Competition of creative works "My favorite teacher"
+

2011
XXX (research work "To salt or not to salt?")
3
School
All-school scientific and practical conference "Umnik - 2011"

2012
XXX (research work "What is the secret of successful study?"
XXX (research work “Spurge: benefit or harm?”
XXX (research work "The benefits and harms of milk"
1

4
School
All-school scientific and practical conference "Umnik - 2012"

2012
XXX
4
Urban
Recitation competition
+

2012
XXX (research work "Santa Claus and Santa Claus: the same wizard?")
4
Regional
Scientific-practical conference of research works of schoolchildren of educational institutions of the Kemerovo region "Dialogue - 2012"

2014
XXX (research work "An apple for dinner - and a doctor is not needed!"
3
School
All-school scientific and practical conference "Umnik - 2014"

2014
XXX
3
Russian
All-Russian remote art project "Doll World"
+

2014
XXX
3
Russian
VII All-Russian Mathematics Olympiad for grades 3-4 "Here's a problem"
IV All-Russian Olympiad in literary reading for grades 3-4 "Here's a problem"
VI All-Russian Olympiad on the surrounding world for grades 3-4 "Here's a problem"
+

2014
XXX
3
Russian
All-Russian Olympiad in Literature (FGOStest)

2015
XXX, XXX (research work "Defenders of the Russian Land"
4
School
All-school scientific and practical conference "Umnik - 2015"

2015
XXX
4
Russian
All-Russian competition of children's creativity "The New Year is walking around the country!"

2015
XXX
4
Russian
All-Russian Olympiad on the subject "The world around us (animals" (FGOStest)

Olympiads are one of the most effective forms of work that contribute to increasing the interest of schoolchildren in knowledge and developing their abilities. Students in my class are active participants in school subject Olympiads among students in grades 3-4. The number of students in the class taking part in the school round of subject Olympiads (75%) and the effectiveness of their participation indicates a high level of knowledge of younger students.
The effectiveness of the participation of students in Olympiads in the subject of the school and municipal levels

Year
F.I. student
Class
Participation rate
Efficiency
Additional
intelligence

1m
2 m
3m
.

2010
XXX
3
school

Russian language

2010
XXX
3
school
+

maths

2011
XXX
4
school

maths

2011
XXX
4
school

literature

2011
XXX
4
school

the world

2011
XXX
4
school
+

literature

2012
XXX
4
urban

maths

2012
XXX
4
urban

literary reading

2012
XXX
4
urban
+

literary reading

2014
XXX
3
school
+

Russian language

2014
XXX
3
school
+

maths

2015
XXX
4
school
+

Russian language

2015
XXX
4
school
+

the world

2015
XXX
4
school

maths

2015
XXX
4
school
+

literary reading

2015
XXX
4
urban

English language

2015
XXX
4
urban

world around, literary reading, Russian language

In addition, 80% of fourth-graders (2012) became participants in the Olympus Olympiads, which are organized by the Institute for the Development of School Education (IRSE): 14 people in the Russian language and 12 people in mathematics. As a result, one student became a laureate in the Russian language.
Criterion III "The effectiveness of the educational work of the teacher"

Working as a primary school teacher, I am a class teacher every year. Through the creation of a favorable psychological climate, a sense of mutual assistance, tolerance, I strive to grow a creatively developed, socially oriented personality capable of self-development and self-realization. The use of communicative techniques contributes to the establishment of the best pedagogical communication: the technique of speaking and communication; creation of sparing conditions for students with pronounced communicative inhibition; motivation to encourage students for their initiative.
The purpose of my educational work is to create conditions conducive to the development of creative personal qualities of students. To achieve this goal, work is underway to form and unite the children's team. The work is carried out according to the program developed by me, which was submitted to the city competition "The Coolest Classroom". The results of the questionnaire and surveys of children and parents show that by the 4th grade it was possible to form a friendly class team, relations in which are in an atmosphere of mutual understanding, empathy and goodwill. The growth in the level of upbringing of students in my class is direct evidence of this.

Monitoring the level of upbringing of students (last issue)

Academic year, class
High
Average
Short

2011-2012,
1 cl
40%
45%
15%

2012-2013,
2 cells
52%
35%
13%

2013-2014,
3 cells
58%
33%
9%

2014-2015,
4 cells
75%
25%
5%

13 EMBED MSGraph.Chart.8 \s 1415

Parents of students in the class of which I am the class teacher are actively involved in the life of the class and the school. My task is to help parents, while preserving the best traditions of family education, to raise children on the basis of the achievements of domestic pedagogy. I work with parents in two directions:
improvement of psychological and pedagogical knowledge;
involvement of parents in the educational process.
Attendance at parent meetings is 88%. In addition to parent meetings, I systematically hold consultations and talks for parents on the education and upbringing of schoolchildren, annually give open lessons for parents of students, and work with the classroom parent committee. One of the forms of interaction with parents is an electronic diary. Along with the traditional ways of working with parents (visiting families of students, inviting parents to school, correspondence with parents), I hold non-traditional parent meetings: “How to teach a child to live in the world of people”, “It’s good that there is a family that keeps me from troubles.” Constant interaction with the parents of students gives positive results - there are no parents in the class who are dissatisfied with learning in this class and this school, parents help in holding events, conduct excursions to enterprises. Events in which parents themselves take part are of great interest: the contest "Dad, Mom, I am a sports family!", the exhibition "Work for the hands - joy for the heart!", the "Minute of Glory" festival. The school administration annually awards the most active parents of the class with the titles “Class Dad”, “Class Mom.
I carry out the process of education in a team and through a team, based on the needs of the child. In the implementation of education, I show students the prospects for their growth, I provide all possible assistance in achieving the joys of success. As a result of this, the work of class self-government is well organized. There are also traditional events in the classroom, including “A Minute of Communication” (children talk about what they learned new, show what they did outside of school over the past day).
For successful social adaptation of the guys, I involve them in solving the problems of the local society. The guys of the class are regular participants in traditional school and city actions (“Give a toy to the children of the orphanage”; “Charity event for the Day of the elderly”; “Decorate the school for the New Year”; “Week of kindness”, etc.).
The children of the class are participants in the volunteer movement. They provide all possible assistance to the veteran of labor, congratulate on holidays, perform charity concerts within the walls of the school and at the enterprises of the city, in preschool educational institutions.
In order to ensure continuity and increase the effectiveness of the educational potential of the educational environment of the school and the educational space of the city, aimed at developing a civic culture, tolerance, development of cognitive abilities among students, I maintain close contact with the educational institutions of the city: the music school, the "House of Youth Creativity", sports schools, children's library, city museum. As a result of such interaction, my pupils actively attend institutions of additional education in the city. The involvement of class children in circles, sections, art and music schools is 100% of class students. 13 EMBED Excel.Chart.8 \s 1415
Criterion IV "Ensuring the quality of the organization of the educational process based on the use of active teaching methods, modern educational technologies of the activity type, including information"
In my work I actively use modern educational technologies, which helps to organize the educational process in accordance with modern requirements. I use project technology as a mechanism for the formation of key over-subject competencies in children. The result of work on one of the projects - "This wonderful water!" posted on the KuzWiki website (http://wiki.kem-edu.ru/index.php/This_wonderful_water!). In the process of project activities, not only the communication skills of the child develop, but also the value foundations of the individual, civic competence are formed, which in modern conditions is becoming more and more relevant. Health-saving technologies "work" at every lesson and are aimed at strengthening the physical and mental health of students.
Having an individual program of professional self-development, for several years she worked on the topic "Organization of research activities of younger students." Experience in research work with students was summarized by the methodological council of the school in 2012, was presented at the city seminar "The use of ICT in the educational process."
The use of information and communication technologies made it possible to become in 2010 a participant in the regional competition "IT - teacher of Kuzbass of the 21st century", to conduct a master class on the topic "Educational project using ICT" in KRIPK and PRO. Professionalism helped to act as an expert of the Third (2011), Fourth (2012), Fifth (2013) open professional competitions for teachers "Multimedia lesson in a modern school", held by the Institute at the Faculty of Education Reform of the educational portal "My University" in the expert commission in the direction of "Primary school". She showed herself as a specialist in the field of expertise of multimedia materials, for which she was three times (in 2011, 2012, 2013) sent Gratitude to the address of the educational institution. In 2014 and 2015 she worked as an expert of the commission in the direction "Primary school subjects" of the Open professional competition of teachers "ITC in the service of the Federal State Educational Standard". I post my experience in using the latest technologies in the educational process on regional and federal educational websites.
Publications

No. p / p
subject, place
The form
date, document

1
"Multimedia in the presentation of the results of the study of younger students (multimedia presentations)" (educational portal "My University")

2011, certificate

2
"Stages of creating an MM product" (educational portal "My University")
Article in the collection "The use and development of multimedia technologies in modern education"
2011, certificate

3
“The program of extracurricular activities in the general cultural direction “I want to know!” (Remote educational portal "Prodlenka")
Methodical material
2012, certificate

4
“MM in the educational process: when? why? why?" (educational portal "My University")
Article in the Second Collection of Articles "The Use and Development of Multimedia Technologies in Modern Education"
2012, certificate

5
"Information competence of a teacher in designing multimedia lessons" (educational portal "My University")
Article in the Third collection of articles "The use and development of multimedia technologies in modern education"
2013, certificate

6
"Our native land" (Remote educational portal "Prodlenka")
Lesson
2013, certificate

7
"This wonderful water!" (portal "ZAVOCH.INFO")
Project
2013, diploma

8
“The program of extracurricular activities in the general cultural direction “I want to know!” (electronic periodical "Naukograd")
Methodical material
2013

9
"Improving the ICT competence of a teacher as a step towards successful certification" (educational portal "My University")
Article in the Fourth collection of articles "The use and development of multimedia technologies in modern education"
2014,
certificate

10
Checking and evaluating the results of mastering universal educational activities by a student in primary school using ICT tools
Article in the Fifth collection of articles "The use and development of multimedia technologies in modern education"
2015,
certificate

Criterion V "The teacher's personal contribution to improving the quality of education through the improvement of teaching and upbringing methods"

The active use of information and communication technologies, the use of an interactive whiteboard, the Internet allows you to improve your professional skills, annually composes work programs in various subjects of elementary school. For three years she was a member of the municipal experimental site on the course "Information Culture of Personality". The result of the project "This wonderful water!" (2010) became a traditional school competition for decorating trees for the New Year holidays on the school grounds with ice toys.
In order to disseminate experience, I conduct lessons and extra-curricular activities for colleagues, city seminars: “The use of ICT in research activities of younger students” (2011), “Extracurricular activities within the framework of the GEF IEO” (December 2011), “Assessment of the achievements of the planned results "(February 2012), "Resources of spiritual and moral education in the implementation of the program of a comprehensive training course" Fundamentals of religious cultures and secular ethics "(December 2014), "Implementation of the program of environmental education and a healthy and safe lifestyle" (April 2015 G.)

Creating a base of the best scenarios for lessons, interesting techniques and findings in the classroom, own presentations help in the preparation of curricula, programs, guidelines, questionnaires, various regulations (on reviews, competitions, exhibitions, etc.), methods of diagnosing students.
Availability of scientific and methodological materials developed by the teacher

No. p / p
Topic
The form
the date

1
Educational program of elementary school
Program
2011

2
The program of extracurricular activities "I want to know!"
Program
2011

3
Work program in mathematics for students in grades 1-4 ("School 2100")
Program
2013

4
Work program on informatics and ICT for students in grades 1-4 (“School 2100”)
Program
2013

5
The program of the summer school health camp with a day stay for children "Solnyshko"
Program
2014

6
The program of the summer school health camp with a day stay for children
Program
2015

7
The program of spiritual and moral education of junior schoolchildren "I am a Russian!"
Program
2015

The creation of the program of extracurricular activities "I want to know!", its submission to the regional competition of programs of extracurricular activities of primary school (2011), as well as to the site "Network of creative teachers" received a positive assessment from the community of teachers.
Criterion VI "Ensuring the continuity of one's own professional development"

To improve my teaching skills, I constantly and actively improve my skills, participate in the work of seminars held by the information and methodological center of the education department of the city of Taiga, as well as the Kemerovo KRIPK and PRO.

Information about advanced training and professional retraining

No. p / p
Topic / number of hours
Term
Place

1
Information technologies in the professional activity of the teacher of the 21st century»
From 01.11.09 to
10.01.10
KRIPK and PRO

2
Certificate of Microsoft courses "Partnership in Education" based on the training center "Academy of Teachers"
From 01.11.09 to
10.01.10
GOU DPO (PC) C
KRIPK and PRO

3
Intel Education for the Future Certification
From 01.11.09 to
10.01.10
GOU DPO (PC) C
KRIPK and PRO

4
Organization of summer holidays for children and adolescents in the system of general and additional education
2012
ANO DPO (PC) "Adult Education Center"

5
Certificate for participation in the training of experts and the development of professional criteria for expert evaluation of multimedia lessons
2012
International Development Institute "EcoPro"

6
Certificate of short-term advanced training under the program "Psychological and pedagogical support and legal protection of students and pupils"
19.11.2012-28.11.2012
GOU DPO (PC) C
KRIPK and PRO

7
Certificate of short-term advanced training on the topic "Organization of summer holidays for children and adolescents in the system of general and additional education"
04/02/2012-04/12/2012
ANO DPO (PC) "TSOV"

8
Certificate of advanced training on the topic "Content and methodological aspects of teaching a comprehensive training course of the ORKSE, taking into account the requirements of the Federal State Educational Standard"
17.06.2014-26.06.2014
Department of Education and Science of the Kemerovo Region

9
Certificate of advanced training for the additional professional program "Professionalism of a teacher in the conditions of modernization of education" module "Pedagogical skills in the preparation and presentation of an open competitive lesson"
06.02.2015-08.02.2015
ANO DPO (PC) "TSOV"

Certified Achievements
No. p / p
Name of the award
Who awarded, level
the date

1
Certificate for qualified work as an expert in the direction "Primary School Subjects" of the Third Open Festival "Multimedia in Education"
International International Development Institute "EcoPro"
2012

2
Certificate for the preparation of participants in the All-Russian correspondence intellectual competition "Erudite of Russia-2013"
All-Russian, ANO Center for remote development of children's creativity and sports "Banyan"
2013

3
Certificate of the organizer of the All-Russian distance competition for primary school students "Kitenok-2013"
All-Russian
2013

4
Event Curator Certificate VI All-Russian Distance Olympiad in Mathematics for Grade 3-4 Students Round I

2013

5
Event Curator Certificate V All-Russian Distance Olympiad in the Russian Language for Grade 3-4 Students Round I
All-Russian, Center for the Development of Thinking and Intellect, Samara
2013

6
Event Curator Certificate III All-Russian Distance Olympiad in Literary Reading for Grade 3-4 Students Round I
All-Russian, Center for the Development of Thinking and Intellect, Samara
2013

7
Curator's certificate for the successful holding of the event of the IV All-Russian Olympiad in Literary Reading for grades 3-4 "Here's a problem"

2014

8
Certificate of the curator for the successful holding of the event of the VI All-Russian Olympiad in the Russian language for grades 5-6 "Here's a problem"
All-Russian, "Center for the Development of Thinking and Intellect", chairman of the organizing committee Maksimov V.A.
2014

9
Curator's certificate for the successful holding of the event of the VII All-Russian Olympiad in Mathematics for grades 3-4 "Here's a problem"
All-Russian, "Center for the Development of Thinking and Intellect", chairman of the organizing committee Maksimov V.A.
2014

10
Certificate of the curator for the successful holding of the event of the VI All-Russian Olympiad on the surrounding world for grades 3-4 "Here's a problem"
All-Russian, "Center for the Development of Thinking and Intellect", chairman of the organizing committee Maksimov V.A.
2014

11
Certificate for preparation for participation in the International Distance Competition in the Russian Language of the New Lesson project for students who became winners

2014

Participation in competitions of various levels is an opportunity to get an assessment of your pedagogical activity, an incentive for further growth and self-improvement in professional terms.

Participation in professional competitions

No. p / p
Competition name
Location
the date
Result

1
Competition for monetary incentives for the best teachers
Federal
2009
winner

2
Taiga's pedagogical talents
City
2010
laureate

3
"IT - teacher of Kuzbass of the 21st century"
Regional
2010
full-time tour participant certificate

4
Competition of projects of teachers using new information technologies in educational work - 2011
Federal
2011
participant

5
Regional competition of extracurricular activities programs
Regional
2011
participant

6
First teacher
Regional
2012
winner

7
"My project activity"
All-Russian
2013
laureate

8

All-Russian
2014
participant

9
Creative remote competition of presentations "Our cool movement -2014"
All-Russian
2014
participant

10
For the moral feat of the teacher
All-Russian
2015
participant

11
Taiga's pedagogical talents
City
2015
laureate

Criterion VII "Public activities of the teacher"

I have been the head of the school methodological association of primary school teachers from 2003 to the present. I systematically give open lessons, conduct seminars for colleagues in the city. In 2011, she held an open meeting for teachers of the city on the topic "Using ICT in the work of the School of Education and Science of Primary School Teachers." Based on the results of the work annually at the methodological council of the school, the work of the School of Primary School teachers is highly appreciated. logical skillg.) Competence in the field of child development and knowledge of the age and individual characteristics of younger students allows for 7 years to manage the work of the school psychological-medical-pedagogical council.
Since 2010, I have been a member of the jury of the professional competition of teachers "Multimedia lesson in a modern school", held by the International Development Institute "EcoPro" (educational portal My University, faculty "Multimedia Technologies"). The competition is aimed at supporting the innovative activities of teachers in the use of multimedia technologies in the educational process and replenishing the bank of high-quality developments in media and multimedia lessons. Since 2012 I have been a member of the Permanent Corps of Experts of the Faculty of Multimedia Technologies of the educational portal "My University" ([ Download the file to view the link ] Faculty of Education Reform www.edu-reforma.ru)

Criterion VIII "Public recognition of the results of the teacher's professional activity (teacher encouragement)"

Creativity and the desire to achieve excellence, the realization of the ability to professional reflection on the effectiveness of one's own participation in the development of education at the level of the territory, region, federation are reflected in various types of incentives.

The presence of various types of teacher encouragement at different levels (above school)

No. p / p
Name of the award
Who awarded, level
the date

1
Diploma for the preparation of the laureate of the second Regional round of the Russian competition of research works and creative projects of preschoolers and primary schoolchildren
Chairman of the Organizing Committee of the Regional Office,
Director of Lyceum No. 22, Belovo
P. P. Shchekotko
2009

2
Letter of thanks from the Department of Education of the Administration of Taiga for preparing the winner of the city competition of readers (2009)
Department of Education Administration
Taygi
2009

3
Diploma of the winner of the competition of the best teachers of the Russian Federation
Minister of Education and Science of the Russian Federation A. Fursenko
4y. Moscow
2009

4
Diploma for the effective organization of children's recreation in the school health camp "Solnechny"
Administration of MOU secondary school No. 160
2009

5
Acknowledgment for a special contribution to the promotion of road safety and the prevention of child road traffic injuries
Urban
2010

6
Diploma for participation in the Federal competition of projects of teachers using new information technologies in educational work - 2011
Federal
2011

7
Letter of thanks for the preparation of the participant of the 15th All-Russian scientific and practical conference "Scientific creativity of youth"
Federal
2011

8
Gratitude for qualified work as an expert of the Third open professional competition of teachers "Multimedia lesson in a modern school"
2011

9
Diploma for qualified work as an expert of the Third open professional competition of teachers "Multimedia lesson in a modern school" in the expert commission in the direction "Primary school subjects"
International, International Development Institute "EcoPro"
2011

10

International, International Development Institute "EcoPro"
2011

11
Medal "For Faith and Goodness"
Regional
2011

12
Gratitude for qualified work as an expert of the Fourth open professional competition of teachers "Multimedia lesson in a modern school"
International, International Development Institute "EcoPro"

13
Diploma for highly qualified work as an expert of the Fourth open professional competition of teachers "Multimedia lesson in a modern school" in the expert commission in the direction "Primary school subjects"
International, International Development Institute "EcoPro"
2012

14
A letter of thanks for preparing the winner of the city competition of readers dedicated to the celebration of the year of Russian history
Urban
2012

15
A letter of thanks for preparing the winners of the municipal stage of the Olympiad for junior schoolchildren in mathematics and literary reading and the winner of the municipal stage of the Olympiad for junior schoolchildren in literary reading
Urban
2012

16
Diploma for the organization of the super-program all-Russian subject Olympiad “Olympus. Winter session"
Federal
2012

17
Gratitude for qualified work as an expert in the competition in the direction of "Primary School Subjects" and making a significant contribution to the development of Russian education
International, International Development Institute "EcoPro"
2012

18
Diploma of the laureate of the regional competition "The First Teacher"
Regional, Governor of the Kemerovo region A. Tuleev
2012

19
Diploma "Teacher of the Digital Age"
Federal
2013

20
Letter of thanks for the preparation of the participant of the XVII All-Russian scientific and practical conference "Scientific creativity of youth"

2013

21
Diploma for highly qualified work as an expert of the Fifth open professional competition of teachers "Multimedia lesson in a modern school" in the expert commission in the direction "Elementary school subjects"
International, International Development Institute "EcoPro"
2013

22
Diploma of the laureate of the contest "My project activity" Nomination "Primary school"
All-Russian, editor-in-chief of the portal "ZAVUCH.INFO" Baranovsky E.M.
2013

23
A letter of thanks for a great personal contribution to the upbringing and education of students, pedagogical skills, devotion to the profession and in connection with the 60th anniversary of the founding of a general education institution
Municipal, Head of TGO Gulyaeva E.P.
2013

24
Certificate of honor for conscientious work, high professionalism, creation of conditions for training and education of the younger generation and in connection with Teacher's Day
Regional, head of department Chepkasov A.V.
2013

25
Diploma for the preparation of the winner of the All-Russian Olympiad "Expert in Professions" for participants in grades 1-2
All-Russian, LLC "Educational Technologies", gene. Director Mogilevtseva A.N.
2013

26
Letter of thanks for the preparation of the participant of the XIII All-Russian scientific and practical conference "Scientific creativity of youth"
All-Russian Director of the branch of the KemSU in Anzhero-Sudzhensk E. V. Evening
2014

27
Gratitude for help in organizing and conducting the competition of the project "New Lesson"
All-Russian, LLC "New Lesson", Minsk
2014

28
Gratitude for active participation in the work of the international project for teachers videouroki.net
Mezhdunarodnyy, OOO "KOMPEDU", leader Tarasov D. A.
2014

29

2014

30

International, ANO DPO "Innovative educational center for advanced training and retraining "My University"
2014

31
A letter of thanks for the high level of preparation of students for the Main State Exam
Head of the Taiginsky urban district
2014

32
Gratitude for the active participation and preparation of the winners and participants of the All-Russian competition of children's creativity "The New Year is walking around the country!"
All-Russian Center for Civic and Youth Initiatives "Idea"
2015

33
A letter of thanks for the preparation of the participant of the 19th All-Russian scientific and practical conference "Scientific creativity of youth"
All-Russian Director of the branch of the KemSU in Anzhero-Sudzhensk E. V. Evening
2015

34
Diploma for highly qualified work as an expert of the commission in the direction "Primary school subjects" of the Open professional competition of teachers "ITC in the service of the Federal State Educational Standard"
International, ANO DPO "Innovative educational center for advanced training and retraining "My University"
2015

46
A letter of thanks for qualified work as an expert of the competition in the direction of "Primary School Subjects" and making a significant contribution to the development of Russian education
International, ANO DPO "Innovative educational center for advanced training and retraining "My University"
2015

My work was evaluated and marked by the placement of information about my professional activities in the encyclopedia "Gifted children - the future of Russia" (Publishing house SPETS - ADDRESS, 2009)

to assess the professional activities of teachers,

certified in order to establish the highest qualification category

ex officio teacher

FULL NAME.: ____________________________________________________________________________

Place of work: ______________________________________________________________________________

	Criteria and indicators		Confirming the documents	Points	Notes
	Achievement by students of positive dynamics of the results of mastering educational programs based on the results of monitoring conducted by the organization*		Application No. 1. Certificate on the results of monitoring, certified by the administration of the educational institution		in paragraph 37 of the Procedure for attestation of teaching staff of organizations engaged in educational activities, approved by order of the Ministry of Education and Science of the Russian Federation
	Achievement by students of positive results in the development of educational programs based on the results of monitoring the education system, conducted in the manner prescribed by the Decree of the Government of the Russian Federations		With monitoring		** Decree of the Government of the Russian Federation "On monitoring the education system"
	Identification and development of students' abilities to scientific (intellectual), creative, physical culture and sports activities, as well as their participation in olympiads, competitions, festivals, competitions
	Implementation of an individual approach to students, including the implementation of training and education according to individual study plans. Organization and support of various activities of students***		Certificate certified by the administration of the educational institution		*** from the official duties of a teacher, approved by the Order of the Ministry of Health and Social Development "On the approval of the Unified Qualification Handbook for the positions of managers, specialists and employees, section" Qualification characteristics of the positions of education workers "
	Participation of students in the Olympics; Competitions; festivals; Competitions		Letters, diplomas, thanks, certificates, etc. Certificate certified by the administration of the educational institution
	Personal contribution to improving the quality of education, improving teaching and upbringing methods, productive use of new educational technologies, broadcasting in teaching staff experience of practical results of their professional activities, including experimental and innovative
	Personal contribution to improving the quality of education, improving teaching and upbringing methods		Information from the administration of the educational institution.
	Productive use of new educational technologies
	Broadcasting in teaching staff experience of practical results of their professional activities
	Experimental and innovative activities
	Active participation in the work of methodological associations of pedagogical workers of organizations, in the development of software and methodological support for the educational process, in professional competitions
	Active participation in the work of methodological associations of pedagogical workers of organizations, in the development of program and methodological support educational process		Certificate of the head of the methodological association, certified by the administration of the educational institution. Copies of supporting documents.
	Participation in professional skill competitions		Copies of certificates, diplomas, orders
ADDITIONAL INDICATORS
	professional activity (participation in the work of the jury, subject commissions of the Unified State Exam, OGE, expert groups certification, etc.)	Supporting documents
	Awards and promotions	Copies of award documents, certificates, diplomas, thanks, certified by the administration of the educational organization				State awards and honorary titles - regardless of the term of awarding. Honorary diplomas, diplomas and thanks - for the inter-certification period
	Public activity in state structures and public organizations	Copies of supporting documents
	Other professional achievements	Supporting documents

The result of the assessment of the portfolio of professional achievements

_______________________________________________________________________

FULL NAME. teacher

is __________________ ()points

Head of the expert group ___________________ _________________________

Members of the expert group _________________________ _________________________

_________________________ _________________________

Date of completion "______" ____________________201____

Acquainted with the result of the portfolio assessment (a) _________________ ________________

date, signature signature transcript

NOTE

The results for the inter-certification period are entered into the portfolio of professional achievements.

According to the main portfolio evaluation criteria, the maximum number of points is 26.

To establish the highest qualification category, it is recommended to dial

at least 20 points, which is 75% of the maximum number of points.

480 rub. | 150 UAH | $7.5 ", MOUSEOFF, FGCOLOR, "#FFFFCC",BGCOLOR, "#393939");" onMouseOut="return nd();"> Thesis - 480 rubles, shipping 10 minutes 24 hours a day, seven days a week and holidays

Igonina Ekaterina Vyacheslavovna Portfolio in the system of means for assessing educational and professional achievements of students of professional pedagogical specialties: dissertation ... Candidate of Pedagogical Sciences: 13.00.08 / Igonina Ekaterina Vyacheslavovna; [Place of protection: Ros. state prof.-ped. un-t].- Yekaterinburg, 2013.- 183 p.: ill. RSL OD, 61 13-13/349

Introduction

Chapter 1. Theoretical and methodological foundations for the use of a portfolio in assessing the educational and professional achievements of students 15

1.1. Experience in using portfolios in the practice of domestic and foreign educational institutions 15

1.3. Portfolio as a means of assessing the educational and professional achievements of students 54

Conclusions on the first chapter 75

Chapter 2

2.1. Methodology for identifying and evaluating educational and professional achievements of students using RUMM 2030 78

2.2. Portfolio opportunities in assessing educational and professional achievements of students 95

2.3. Using a portfolio to form an integrative assessment of educational and professional achievements of students 118

Conclusions on the second chapter 140

Conclusion 143

References 146

Introduction to work

Relevance of the research topic. The changes taking place at the current stage of development of Russian society put forward new requirements for the system of vocational education. The importance of the activities of teachers and masters of industrial training, who are ready to solve modern problems of training economically active workers and specialists, is growing. The goal of vocational pedagogical education is to form the personality of a graduate who is able to take on the role of a methodologist-organizer, director of training or technologist of the educational process. In accordance with the Concept of long-term socio-economic development of the Russian Federation for the period up to 2020 "Strategy 2020", the training of a teacher of a vocational school with developed abilities for creative transformation of reality and a high level of formation of professional competencies is of great importance. Achieving this goal can be achieved not through an increase in the volume of academic training, but through the introduction of pedagogical technologies into the educational process that solve the problem of forming and evaluating the design abilities of students for future professional activity. In connection with what has been said at the socio-pedagogical level, the relevance of the study is determined by the growing need of society for professional and pedagogical personnel who are ready to implement the project approach in solving theoretical and practical problems in their professional field.

Portfolio is one of the means that contribute to the formation and evaluation of students' design abilities. It is widely researched and applied in foreign pedagogy. Work on the creation and testing of its models is carried out in the USA, Canada, Great Britain, Germany, Sweden, Australia, Ukraine, Kazakhstan and other countries. In Russia, these developments are carried out both at the state level, an example of which is the “portfolio of achievements” of graduates of a general education school, and at the level of individual pedagogical communities.

According to the most common point of view, a portfolio is a collection of evidence created to demonstrate the results of a student's educational and extracurricular activities. However, the relevance of introducing a portfolio in domestic education is associated by experts with the justification of a different “understanding of it, which will make it possible to carry out the transformation of the educational process that is necessary today” (V.K. Zagvozkin). The use of a portfolio is hampered by the fact that the theoretical and methodological foundations for its construction and presentation are not sufficiently developed and do not fully correspond to the changes taking place in professional education. For this reason, at the scientific and theoretical level, the relevance of the study is determined by the need for scientific and theoretical substantiation of the application of the portfolio of students of professional and pedagogical specialties in the context of the introduction of federal state educational standards developed on a competency-based basis.

In the practice of vocational education, types of cumulative portfolios are mainly used, the pedagogical capabilities of which are limited. To a large extent, this concerns the diagnosis of educational and professional achievements of students. Various variations of the "portfolio of achievements" used for this purpose make it possible to obtain information about individual "visible" results of professional training through fixing the external manifestations of students' activity. At the same time, educational and professional achievements as a personal educational result, representing the potential of a student at various stages of his educational and professional activity, has a latent integrative character. Thus, the need for the practice of professional and pedagogical education in a scientifically based portfolio model used to assess the educational and professional achievements of students determines the relevance of the study at the scientific and methodological level.

Key concepts of research.

Educational and professional achievement - an educational result to be evaluated in the form of an integrative set of latent qualities of a student's personality as a subject of educational and professional activity.

Latent quality is the quality of a student's personality that is not available for direct assessment and is determined operationally, that is, through a set of indicator variables (indicators).

An indicator variable (indicator) is a procedural or productive characteristic of a student's educational and professional activity, indicating the presence of signs of an assessed latent quality in him.

Evaluation of educational and professional achievements - comparison of the procedural and resultant characteristics of the student's educational and professional activities with a selected set of indicator variables.

A student's portfolio as a means of evaluating educational and professional achievements is an integral set of educational materials developed by a student through the reflective selection and design of procedural and productive characteristics of educational and professional activities.

The degree of development of the problem. Portfolio research is currently underway in the following areas:

a generalization of foreign and domestic experience in the use of portfolios in educational practice is contained in the studies of V.K. Zagvozdkina, I.M. Kurdyumova, T.G. Novikova, M.A. Pinskoy, A.S. Prutchenkova, E.E. Fedotova;

consideration of the portfolio as one of the modern means of evaluating the results of education is reflected in the scientific works of N.F. Efremova, V.I. Zvonnikova, A.P. Cherniavskaya and others;

the study of the possibilities of a student's portfolio in the field of formation and diagnostics of competencies is carried out by O.V. Nikiforov, N.M. Savina, T.M. Ryumina, M.M. Shalashova and others;

N.V. Zelenko, L.S. Kolodkina, A.G. Mogilevskaya, A.A. Semenova, E.Kh. Tazutdinova and others;

the use of a portfolio in order to accompany the professional growth of teachers is the subject of consideration in the works of G.N. Levashova, L.P. Makarova, M.A. Pinskoy, T.V. Plakhova, M.M. Potashnik, L. Pronina, L.A. Romanenko, O.I. Friesen.

An analysis of psychological and pedagogical literature, as well as the experience of professional pedagogical educational institutions, makes it possible to identify a number of contradictions:

between the growing need of society for professional and pedagogical personnel, ready to implement the project approach in solving professional problems, and the use in the training of future teachers of vocational training of methods focused on the development by the student of known methods and methods of pedagogical activity;

between the recognition of the potential of the portfolio, which ensures the formation of the personality of a teacher in accordance with the modern requirements of professional and pedagogical activity, and the insufficient development of the scientific and theoretical foundations for the use of the portfolio in the preparation of students of professional pedagogical specialties;

between the demand for a portfolio as a means of evaluating a latent integrative educational result - a student's educational and professional achievements - and portfolio varieties used in practice, focused on a summative representation of the "visible" results of educational and professional activities.

The indicated contradictions define the scientific field and allow us to formulate the research problem, which consists in identifying the scientific, theoretical and methodological grounds for using the portfolio in assessing the educational and professional achievements of students.

The relevance and insufficient development of the formulated problem determine the choice of the research topic: "Portfolio in the system of means for assessing educational and professional achievements of students of professional and pedagogical specialties."

The purpose of the study is to identify, define and substantiate the scientific, theoretical and methodological grounds for using the portfolio in assessing the educational and professional achievements of students.

The object of the study is the assessment of educational and professional achievements of students.

The subject of the research is the portfolio as a means of assessing the educational and professional achievements of students of professional and pedagogical specialties.

Based on the goal and problem, a research hypothesis was put forward, which consists in the assumption that the portfolio will be a means of assessing the student's educational and professional achievements if the following conditions are met:

the evaluation of the educational materials of the portfolio will be carried out on the basis of a set of indicator variables that reflect the content and structure of the student's educational and professional achievements;

the structure of the presentation and the content of the educational materials introduced by the student into the portfolio will reproduce the procedural and productive characteristics of educational and professional activities;

the allocation of procedural and productive characteristics of educational and professional activities in the materials of the portfolio will be carried out by the student through reflection.

In accordance with the goal and hypothesis put forward, the following research objectives were identified:

Theoretical and methodological basis of the study. The study was built taking into account the works reflecting the methodology and methodology of scientific research in the field of pedagogy (Yu.K. Babansky, V.I. Zagvyazinsky, V.V. Kraevsky, M.N. Skatkin, etc.).
A systematic approach (B.S. Gershunsky, V.S. Lednev, etc.) allows us to imagine the use of a student's portfolio in assessing educational and professional achievements in the relationship of its goals, functions, structural and content characteristics and pedagogical conditions for their implementation. The activity approach (P.Ya. Galperin, V.V. Davydov, A.N. Leontiev, etc.) determines the features of the representation of the process of forming a portfolio by a student who assumes the role of a subject of educational and professional activity. The competence-based approach (V.I. Baidenko, E.F. Zeer, I.A. Zimnyaya, Yu.G. Tatur, etc.) sets the benchmarks for the development of indicator variables used in assessing the portfolio, characterizing the educational and professional achievements of the student, in the context of implementation federal state educational standards.
The justification of the portfolio capabilities in improving the evaluation of the results of training of professional and pedagogical personnel is based on the following provisions: the theory of vocational and pedagogical education (P.F. Kubrushko, G.M. Romantsev, E.V. Tkachenko, V.A. Fedorov, etc. ), the theory of pedagogical diagnostics (V.S. Avanesov, A.S. Belkin and others), the theory of norms in vocational education (E.A. Korchagin), the concept of continuing professional education (S.Ya. Batyshev, A.M. Novikov and others), research in the field of vocational training technologies (A.A. Verbitsky, D.V. Chernilevsky, N.E. Erganova), psychological and pedagogical approaches to revealing the essence of reflection (N.G. Alekseev, V.A. Metaeva, G.P. Shchedrovitsky and others) and a procedural-productive approach to presenting the process of formation and diagnostics of competencies (I.A. Zimnyaya, M.D. Ilyazova, S.V. Kiktev, V.A. Shiryaeva).
The theoretical foundations for the development and presentation of the portfolio are presented by the works of domestic authors who study its possibilities in the context of general education (S.I. Nikitina, M.G. Ostrenko, M.A. Pinskaya, I.N. Titova, Yu.V. Kharitonova, etc.). ), professional (N.M. Vishtak, V.V. Korshunova, etc.), including vocational-pedagogical school (Yu.O. Loboda, O.V. Nikiforov, E.Kh. Tazutdinova, etc.), and identifying the level of qualification of teaching staff (M.E. Inkov, V.D. Shadrikov, etc.), as well as foreign specialists (D. Baum, V. Weber, J. Muller, J. Strivens, etc.). An experimental study of the portfolio is carried out taking into account the provisions of the theory of measurement of latent variables (V.S. Avanesov, A.A. Maslak).
The following research methods were used to solve the set tasks and test the hypothesis put forward: a) theoretical - study and analysis of psychological, pedagogical and methodological literature on the research problem, normative and educational and program documentation; theoretical portfolio modeling; methods of socio-pedagogical design (method of analogy and method of creating scenarios), general scientific methods of theoretical research (analysis and synthesis, classification, comparison, abstraction and concretization, idealization, etc.); b) empirical - studying the experience of using a portfolio in the educational process; psychological and pedagogical methods of collecting information (pedagogical observation, questioning, testing and psychodiagnostic methods, the method of expert assessments and the method of self-assessment); c) mathematical and statistical - processing the results of experimental work using a program for measuring latent variables.
The research base was provided by the Russian State Vocational Pedagogical University. 388 students took part in the experimental search work.
Research stages. The study was carried out in three stages.
At the second stage - design (2009 - 2011) - the theoretical and practical material on the research problem was systematized and generalized; substantiated the possibility of application and designed a portfolio model used in the assessment of educational and professional achievements; a methodology for conducting experimental work was developed. The main methods at this stage were general scientific methods of theoretical research; studying the experience of evaluating educational and professional achievements of students of professional pedagogical educational institutions; theoretical modeling; pedagogical observation and questioning.
At the third stage - experimental (2011 - 2012) - the methodology for conducting experimental work was refined; in the experimental approbation of the portfolio, the methodology for implementing the evaluation procedure with its use, the structural and content characteristics of the portfolio were corrected; analysis, generalization and systematization of the results obtained during the study, adjustment of conclusions and practical recommendations were carried out; the results of the dissertation research were presented. The main methods at this stage were pedagogical observation, testing and psychodiagnostic methods, the method of expert assessments and the method of self-assessment, questioning; methods for processing the results of experimental work using the RUMM 2030 dialog system.
The scientific novelty of the research is as follows:
1. 1. 4. A set of indicator variables has been identified that reflect the content and structure of the student's educational and professional achievements in the design of learning technologies: a system of test tasks, indicators for evaluating the process and results of design activities, indicators for diagnosing reflexive abilities, and indicators for evaluating the quality of a student's portfolio. This complex is substantiated by the results of evaluating the portfolio of students of professional pedagogical specialties using a program for measuring latent variables.
    The theoretical significance of the study is as follows:
    1. 1. The definition of the portfolio proposed for assessing the educational and professional achievements of students is formulated as an integral set of educational materials developed by the student through the reflexive identification and design of the procedural and productive characteristics of educational and professional activities.
        
        A descriptive and prescriptive description of the accounting and information, control and diagnostic and control and corrective functions of the portfolio is presented, which, when evaluating the student's educational and professional achievements, are proposed to be implemented taking into account the set of rules for collecting, accumulating, selecting, processing, analyzing and presenting the educational materials included in it.
        
        The content of the concepts used when working on a portfolio has been clarified: “general portfolio” and “current portfolio”, “training material”, “main material” and “accompanying material”, “document” and “work”, “review” and “reflection result” ”, “portfolio section” and “portfolio heading”, “portfolio invariant component” and “portfolio variable component” - in relation to the assessment of educational and professional achievements of students of a professional school.
        
        The practical significance of the study is determined by the use of the results obtained in order to improve the process of training professional and pedagogical personnel:
        described and substantiated the methodology for developing indicator variables that characterize the educational and professional achievements of future teachers of vocational training, using the example of evaluating the process and results of their activities in the design of teaching technologies. This technique is applicable to substantiate indicators reflecting the structure of professional competencies in any area of bachelor's training;
        educational materials that were used in the assessment of educational and professional achievements and were included in the content of the portfolio of the future teacher of vocational training, introduced into the educational process of the discipline "Pedagogical technologies" of the specialty 050501.65 Vocational training (by industry) (030500);
        didactic and methodological support of students' activities in the development of a portfolio is used to prepare bachelors of vocational training for "organizing the activities of students in collecting a portfolio of evidence of educational and professional achievements" (PC-30 according to the Federal State Educational Standard of Higher Professional Education in the direction of training 051000 Vocational training (by industry) (qualification (degree ) "Bachelor");
        The following provisions are put forward for defense:
        The portfolio used in evaluating the personal educational result - the student's educational and professional achievements - is a portfolio of a reflective type. It is a holistic set of educational materials developed by the student through the reflective selection and design of procedural and productive characteristics of educational and professional activities.
        
        Educational and professional achievements of a student have a latent integrative nature, therefore, they can be identified operationally, through a set of procedural and productive characteristics of educational and professional activities. For this reason, it is proposed to carry out the assessment procedure using a portfolio on the basis of indicator variables that operationally reflect the content and structure of the educational and professional achievements being assessed.
        
        Formation, experimental testing and substantiation of a set of indicator variables used in the assessment of students' educational and professional achievements presented in the portfolio are proposed to be carried out in accordance with the theory of measuring latent variables (G. Rasch's metric system). This methodology for developing and adjusting the set of indicator variables satisfies the requirements for creating a holistic and objective assessment tool.
        
        The reliability and validity of the research results is ensured by the analysis of modern achievements in psychological and pedagogical science, taking into account the experience of foreign and domestic educational institutions in solving the research problem; focus on modern approaches to the assessment of educational and professional achievements; the choice of methods and the creation of conditions for their application, adequate to the object and subject, goals and objectives of the study; the duration and effectiveness of the experimental work; using the means of mathematical and statistical processing of the results of evaluation of educational and professional achievements.
        Approbation and implementation of the research results were carried out as follows:
        Organization and conduct of experimental work among students of the second, third and fourth courses of the Federal State Autonomous Educational Institution of Higher Professional Education "Russian State Vocational Pedagogical University".
        
        Participation in competitions of research papers on the theory and methodology of vocational education (Krasnoyarsk, 2010; Yekaterinburg, 2011; Kyiv / London, 2011).
        
        Speech at the Olympiad in Pedagogy for Postgraduate Students of the Commonwealth of Independent States (Chelyabinsk, 2010) and the Interregional Olympiad for Postgraduate Students in Pedagogy (Chelyabinsk, 2011).
        
        Preparation and publication of 15 scientific papers on the research problem, including three articles in publications recommended by the Higher Attestation Commission of the Russian Federation (Krasnoyarsk, 2010; Yekaterinburg, 2011; Riga / Moscow, 2012).
        
        Participation in the research project No. 16-321-12 "Designing the professional training of masters of vocational training for educational institutions of an innovative type" within the framework of the state task of the Ministry of Education and Science of the Russian Federation.
        
        Participation in scientific and practical conferences on the problems of vocational education, including international (Novosibirsk, 2011; Moscow, 2011 and 2012) and all-Russian (Nizhny Tagil, 2010; Kumertau, 2010; Neryungri, 2010; Yekaterinburg, 2011; Kazan, 2012) levels.
        
        The structure and scope of the dissertation. The dissertation consists of an introduction, two chapters, a conclusion, a list of references, including 255 sources, including 24 foreign ones. The text of the dissertation is presented on 183 pages, includes 16 tables, 23 figures and 3 appendices.
        
        The content and methodology for the implementation of the assessment procedure using the student's portfolio
        The justification of the portfolio capabilities in improving the evaluation of the results of training professional and pedagogical personnel is based on the following provisions: the theory of vocational and pedagogical education (P.F. Kubrushko, G.M. Romantsev, E.V. Tkachenko, V.A. Fedorov, etc. ), the theory of norms in vocational education (E.A. Korchagin), the theory of pedagogical diagnostics (B.C. Avanesov, A.S. Belkin and others), the concept of continuous professional education (S.Ya. Batyshev and A.M. Novikov), research in the field of vocational training technologies (A.A. Verbitsky, D.V. Chernilevsky, N.E. Erganova), psychological and pedagogical approaches to revealing the essence of reflection (N.G. Alekseev, V.A. Metaeva, G. P. Shchedrovitsky and others) and a procedural-productive approach to presenting the process of formation and diagnostics of competencies (I.A. Zimnyaya, M.D. Ilyazova, S. Kiktev, V.A. Shiryaeva).
        The theoretical foundations for the development and presentation of the portfolio are presented by the works of domestic authors who study its possibilities in the context of general education (SI. Nikitina, M.G. Ostrenko, M.A. Pinskaya, I.N. Titova, Yu.V. Kharitonova, etc.), professional (N.M. Vishtak, V.V. Korshunova, etc.), including the professional pedagogical school (Yu.O. Loboda, O.V. Nikiforov, E.Kh. Tazutdinova, etc.), and identifying the level of qualification of teaching staff (M.E. Inkov, V.D. Shadrikov), as well as foreign specialists (D. Baume, J. Mueller, J. Strivens, V. Veber, etc.). An experimental study of the portfolio is carried out taking into account the provisions of the theory of measurement of latent variables (G. Rasch's metric system) (V.S. Avanesov, A.A. Maslak, etc.).
        To solve the tasks and test the proposed hypothesis, the following research methods were used: a) theoretical - the study and analysis of psychological, pedagogical and methodological literature on the research problem, normative and educational and program documentation; theoretical portfolio modeling; methods of socio-pedagogical design (method of analogy and method of creating scenarios), general scientific methods of theoretical research (analysis and synthesis, classification, comparison, abstraction and concretization, idealization, etc.); b) empirical - studying the experience of using a portfolio in the educational process; psychological and pedagogical methods of collecting information (pedagogical observation, questioning, testing and psychodiagnostic methods, the method of expert assessments and the method of self-assessment); c) mathematical and statistical - processing the results of experimental work using a program for measuring latent variables.
        The research base was provided by the Russian State Vocational Pedagogical University. 388 students took part in the experimental search work. Research stages. The study was carried out in three stages.
        At the first stage - search and research (2008 - 2009) - the research topic was determined and comprehended; its methodological and theoretical aspects were specified; the analysis of scientific and theoretical sources, normative and educational and program documentation was carried out; the main directions of research were singled out; contradictions were formulated, the problem, purpose and tasks, object and subject of research were defined. The main methods at this stage were general scientific methods of theoretical research; study and analysis of psychological, pedagogical and methodological literature on the problem of research, normative and educational and program documentation; analysis and generalization of the experience of using the portfolio in education.
        At the second stage - design (2009 - 2011) - the theoretical and practical material on the research problem was systematized and generalized; substantiated the possibility of application and designed a portfolio model used in the assessment of educational and professional achievements; a methodology for conducting experimental work was developed. The main methods at this stage were general scientific methods of theoretical research; studying the experience of evaluating educational and professional achievements of students of professional pedagogical educational institutions; theoretical modeling; pedagogical observation and questioning.
        At the third stage - experimental (2011 2012) - the methodology for conducting experimental work was refined; in the experimental approbation of the portfolio, the methodology for implementing the evaluation procedure with its use, the structural and content characteristics of the portfolio were corrected; analysis, generalization and systematization of the results obtained during the study, adjustment of conclusions and practical recommendations were carried out; the results of the dissertation research were presented. The main methods at this stage were pedagogical observation, testing and psychodiagnostic methods, the method of expert assessments and the method of self-assessment, questioning; methods for processing the results of experimental work using the RUMM 2030 dialog system.
        
        Portfolio as a means of assessing the educational and professional achievements of students
        One of the leading activities of a professional school teacher at the present time, associated with the development of innovative processes in education, N.E. Erganova calls diagnostic activity . Diagnostics (from the Greek "diagnostikos" - capable of recognizing) means the process of determining the features of an object, which involves knowing their signs, and on this basis making a decision about its condition, that is, establishing a diagnosis (from the Greek "dia" - transparent and " gnosis" - knowledge). In dictionaries of psychological and pedagogical terms and concepts, as well as scientific and educational and methodological works affecting certain aspects of pedagogical diagnostics, it is defined as a research procedure ( I.N. Kuznetsov), the process of studying the observed pedagogical phenomenon (V.I. Zagvyazinsky ), a system of specific activities of teachers and teaching teams (V.S. Avanesov), a set of monitoring and evaluation techniques aimed at solving problems of optimizing the educational process (B.M. Bim-Bad), activities to establish and study signs that characterize the state and results of the learning process (G.M Romantsev and others), etc.
        To reveal the content of the concept of "pedagogical diagnostics", the authors use the words "study", "identification", "clarification", "establishment", "research", "recognition", etc. as denoting those procedures that make it possible to obtain all the necessary information about the object under study. At the same time, not every study of a pedagogical phenomenon, accompanied by obtaining information about it, can be considered diagnostic. Analyzing the distinctive features of the diagnostic process, A.S. Belkin proposes to use the term "diagnostic study", meaning by it such a study of an object that would involve a comparison of his two pictures: normative, previously studied and described in detail, and actual, that is, really existing. Therefore, diagnostic information includes not only information about the state of the object, but also about the degree of its compliance with established standards, the reasons for the identified deviations, the main trends in its development, the need and possibility of adjusting this process.
        Based on the methodology of diagnostic activity described above, researchers identify key components that are subject to mandatory development when it is set up in an educational institution. These include specific means as those materials and methods as those methods that can be used to recognize the deviation of the actual state of the diagnostic object from its reference value. In the context of modernization of the system of vocational education in line with the competence-based approach, which actualizes the study of the problem of diagnosing students' competencies, the question of the composition of its means and methods remains open. Although in some works (B.C. Avanesov, D.P. Zavodchikov, V.K. Zagvozkin, I.A. Zimnyaya, M.E. Inkov, N.V. Kozlova and O.G. Berestneva, O.V. Nikiforov, V.D. Shadrikov and I.V. Kuznetsov and other researchers), attempts are being made to give a systematic description of them.
        Diagnostics in modern educational conditions appears as a long and multi-component process, the main components of which experts include at least two: measuring the student's readiness to fulfill the tasks of the future professional field and evaluating the educational activities carried out by him according to clearly defined and normatively approved criteria. The first of these components refers to the identification of professionally significant knowledge, skills and qualities of the student and involves the use of specially developed and tested tools, among which a special place is given to psychodiagnostic methods and certified tests. The second one is aimed at establishing the student's ability to apply the totality of the identified knowledge, skills and personal qualities to solve the problems of educational or quasi-professional activities using the methods of expert, mutual assessment and self-assessment. Thus, measurement and evaluation "are included in the diagnosis as necessary components" .
        The use of a portfolio, apparently, should be attributed to the second of the components mentioned above. The proof of this can be the use by foreign experts of the concept of "portfolio" in the context of the study of methods of "alternative", "authentic", "included", etc. assessment, one of which is the portfolio method or "portfolio assessment" (from the English "to assess" - evaluate, evaluate on merit). In a number of domestic works devoted to modern means of evaluating the results of education (N.F. Efremova, V.I. Zvonnikov, A.P. Chernyavskaya and B.S. Grechin, etc.), the portfolio is mentioned in a number of tools that correspond to what is happening in the control -assessment system of domestic educational institutions changes. The lack of methods for diagnosing students' competencies also increases interest in the portfolio: it is increasingly attracting the attention of researchers as a tool for evaluating the results of professional education (X. Keurulainen , M.S. Mukhina , O.V. Nikiforov , G.M. Romantsev , T.V. Ryumin and others).
        Evaluation of educational results in the works of individual authors appears as a process: determining achievements in relation to specified criteria, requirements or normative indicators; establishing the degree of compliance of educational results with the system of state and public requirements; comparison of educational and professional achievements with what is “chosen as the base system for grading” (the results of other students, the requirements of the program or educational standard, a priori assessments of educational and professional achievements, the efforts expended), etc. Thus, the assessment is represented by the majority researchers as a process of comparison, according to a certain methodology, of the obtained evaluation data with a pre-developed standard that has a social or educational value character. At the same time, the purpose of this comparison in modern conditions is proposed to be considered not so much the identification of the results of professional training (“final” or “assessment for the sake of control”), but also their multilateral analysis with the determination, based on the findings, of areas for improving the quality of education (“formative” or "assessment for development").
        Disclosure of the content of the procedure for evaluating educational and professional achievements with the help of a portfolio is carried out by specialists according to the logic presented above: as a “comparison of established requirements with a set of documented testimonies contained in it”. At the same time, considering the portfolio as “an addition to the existing system for monitoring and evaluating learning outcomes”, SI. Nikitina points to its possibilities in deepening the implementation of the main functions of pedagogical diagnostics. To such, she, in particular, refers to "accounting and information", "control and diagnostic" and "control and corrective" functions. According to the point of view we are developing, it would be more correct to present them not as independent functions of the portfolio, but as its “diagnostic function”, implemented in a special way at individual stages of the full cycle of the evaluation procedure. This opinion is explained by the fact that the sequence of actions fixed in them, underlying the system of individual cumulative assessment, contributes to a more complete disclosure of the assessment procedure in the process of working on a portfolio: from collecting various certificates to applying the results of their assessment in order to correct the student's educational and professional activities.
        The even-information function of a portfolio is essentially similar to its function, which is designated by a number of researchers (G.B. Golub, A.V. Mosina, O.V. Churakova) as “accumulative” (collection of different-quality educational materials and other certificates accompanying the training process) or “substantial” (ensuring the storage of selected training materials and other accompanying documents) . Due to the fact that the problem of long-term collection and accumulation of evidence of a student's educational and professional activity is not so typical for other assessment tools, researchers recognize some specificity of its implementation in relation to a portfolio.
        Let us especially note the still remaining unresolved issue of determining the necessary and sufficient in each specific case of developing a portfolio of a set of evidence included in it. At present, there is no clear list of items or items to be included, or the listing is too long. Evidence of this may be such remarks by researchers as: “A portfolio can include a wide variety of materials”, “A portfolio can contain everything from ... to ...”, “Apparently, there is a significant number and variety of student works that can be selected as samples included in the portfolio, etc. . The solution of the problem of collecting and accumulating materials in such conditions is completely dependent on the expert opinion of the teacher, the teaching staff or the methodological commission of the educational institution implementing it. For this reason, it is not the lack of uniform recommendations for filling the portfolio that is more problematic, but rather the lack of clear criteria that should be taken as the basis for the process of such filling.
        Some guidelines for resolving the identified issue are set by researchers (J. Mueller, L. Vanyushkina, E.Yu. Kudryavtseva, T.G. Novikova, etc.) when substantiating the position that the development of a portfolio should begin with a goal-setting procedure, since it will provide an opportunity fix the goal of the educational process, on the one hand, and the tasks of introducing a portfolio into this process, on the other. A certain clarity can be made by the subsequent correlation of the goals set with the possibilities of portfolio forms already widely used in domestic and foreign practice (Table 2). Despite the fact that the diagnostic function is implemented by any portfolio, the requirement for evaluating educational and professional achievements from among its varieties is met mainly by its evaluative version.
        
        Possibilities of the portfolio in assessing the educational and professional achievements of students
        The content of the main stage of the experimental work was the organization of the work of students on the reflexive identification and design of procedural and productive characteristics of educational and professional activities in the materials of the developed portfolio. Students of the specialty 050501.65 Vocational training (by industry) (030500) took part in the experimental work at this stage: design; informatics, computer engineering and computer technologies; economics and Management; electric power industry, electrical engineering and electrotechnologies - a total of 192 people. In the portfolio, they were asked to display the process and results of activities carried out at lectures and seminars in the discipline "Pedagogical technologies" (invariant component), and other materials corresponding to the characteristics of the portfolio and developed as part of independent work (variable component) (Appendix 1) .
        Interaction with students took place in the mode of consulting support for their individual and group work on the consistent creation of a portfolio (Table 6). It should be noted that the name of the stages indicated in the table and the features of their content were determined taking into account the results of research on the portfolio of a university student E.V. Grigorenko with amendments according to the procedural structure of educational and professional activities described in the previous paragraph.
        The development of indicator variables reflecting the structure and content of educational and professional achievements of the future teacher of a professional school in the field of designing teaching technologies, as a normative educational result, was carried out in accordance with the requirements of educational and program documents. With this in mind, a set of tasks of theoretical, design and reflective content was formed, the progress and results of which, as an invariant component, were displayed by the student in the portfolio. The subject of assessment, based on the requirements for the process and results of educational and professional activities within the discipline "Pedagogical technologies", were professionally significant knowledge, design skills and reflective abilities of the student. For the purpose of their formative assessment (the third and fourth stages according to Table 6), the following were developed and used: professionally significant knowledge - a system of 35 closed-type test tasks with one and several correct answers, including situational ones, aimed at identifying the results of mastering integrated educational elements of the discipline "Pedagogical technologies"; design skills and abilities - a set of ten aggregated indicators of expert and self-assessment of the progress and results of designing three learning technologies: concentrated learning technology (CLT), modular learning technology (MLT) and gaming technology (IT);
        The content of the activities of the student and the teacher at various stages of their joint work on the portfolio p / p Name of the pan of work on the portfolio The content of the stage of the student's work on the portfolio The results of the student's work on the portfolio The content of the teacher's activity to the discipline of lectures and independent work with a list of recommended literature and a glossary of key concepts Abstract of the introductory lecture Cluster of key concepts used in the development of the portfolio
        The stage of motivation and purposeful fulfillment. development of the structure and plan Formulation of the goal and objectives of studying the discipline Selection of portfolio characteristics (on the basis of the graph-scheme "Varieties of the student's portfolio") Justification of the restrictions introduced in the portfolio Drawing up a work plan on the portfolio for the semester Planning the content of the portfolio A well-developed work program and educational literature on the discipline Studied schedule -scheme Completed title page Completed portfolio introduction 1 Portfolio planned content Development and issuance of a set of assignments for the semester with a discussion of their content and delivery procedure Acquaintance with the content of the title page and introduction, consulting on their completion
        Ethane of collecting and designing materials of lore folio Purposeful and systematic development of educational materials in accordance with the procedural structure of educational and professional activities and the logic of the discipline. With their processing and presentation in the current portfolio Selection of materials from the current to the general portfolio The totality of educational materials of the current portfolio The formalized content of the general portfolio and its main sections filled with educational materials projects of three technologies)
        1 Portfolio trial and presentation stage Identification, discussion and elimination of difficulties in portfolio development through participation in a thematic workshop Develop and finalize portfolio training materials Final adjustment of the content and design of the portfolio and its preparation for public presentation Portfolio assessment indicators Adjusted and completed overall portfolio, ready for presentation at the final lesson A developed plan for presenting a portfolio at the final lesson Preparation and conduct of a thematic lesson (viewing current portfolios With their discussion; diagnostics of reflective abilities, development of indicators for evaluating students' portfolios)
        5 Portfolio presentation stage according to its purpose Presentation of an iodized general portfolio at the final lesson but discipline with its expert, mutual and self-assessment Participation in the discussion and assessment of one’s own and other students’ portfolios Results of self-assessment of one’s own general portfolio development of evaluation sheets; development of presentation regulations; its holding with a discussion of the results)
        6 Stage of assessment of the results of activities Finalization of accompanying materials Summing up the development and presentation of the portfolio Finalization of the overall portfolio Passing the portfolio for the exam A set of developed supporting materials Conclusions on the results of the development and presentation of the portfolio Processing of evaluation sheets Data analysis in RUMM 2030 Counseling students Accepting the general portfolio
        It should be noted that depending on the content of the assessed educational and professional achievements, the structural component of the portfolio presented in the first chapter of this work can be filled with various materials. However, they must meet the requirements of compliance with its purpose and variety, the features of the process and the results of the stages of educational and professional activity displayed in them, as well as the main indicators of the quality of the assessment tool. For this reason, the diagnostic characteristics of each of the tools we developed were analyzed.
        Diagnostics of professionally significant knowledge. As a method of diagnosing students' knowledge, as one of the most objective, the testing method was chosen. The formed set of indicators consisted of 35 closed-type test tasks with one and several correct answers, including situational ones, aimed at identifying the quality of learning by students of the educational elements of the course "Pedagogical technologies" (Appendix 2). The task system was analyzed in order to determine the possibility of its use for the current diagnostics of students' knowledge of the theoretical foundations of designing and applying modern pedagogical learning technologies. The results obtained as a result of testing served as the basis for correcting the set of test tasks with the definition of their composition, which would be possible to use as an invariant educational material for the portfolio developed by students.
        Students of five groups of the specialty 050501.65 Vocational training (design), with a total number of 95 people, took part in the testing (the third stage according to table 6). Each was offered a set of test tasks, the performance of which was recorded using a dichotomous scale: 0 points - “the task was not completed or completed incorrectly” and 1 point - “the task was completed correctly”. The impact of test items was found to be directly proportional to the assessed latent variable "knowledge of the theoretical foundations for the design and application of learning technologies." The results obtained were processed using the RUMM 2030 program, and its ability to characterize the behavior of not only individual test tasks, but also those developed within each distractor was used.
        100 The conducted analysis showed that the formed set of test tasks can be used to diagnose students' knowledge of the theoretical foundations of the design of pedagogical technologies. This is confirmed by the value of the separability index, equal to 0.6332, which indicates the possibility, using a set of studied indicator variables, to differentiate diagnosed by the level of their educational and professional level.
        sional knowledge. The empirical level of significance of the statistic x, which was 0.068119, makes it possible to state that the developed set of test items is compatible.
        The characteristics of test items made it possible to identify their main types: 1) “ideal” items, which are most suitable for diagnosing professionally significant knowledge, since the value of x2 statistics for them exceeds 0.9 (i29, ij, fe u)i 2) inadequate tasks with the lowest value of this statistic, not exceeding its minimum level (//0, і4у і3, ііb); 3) tasks with a high level of difficulty (i3h ij2i b 9 h$)i 4) tasks with a low level of difficulty (i2o, i/z, h, h) - Taking into account the data obtained, an analysis was carried out that were incompatible with the general set of test items (//о, і ij, he) It can be seen from the characteristic curve іu that the reason for the low quality of this task is that poorly prepared students answer it better than average and well-prepared ones, and also much better than expected: the first experimental point is in the correct ( the third) answer lies above the characteristic curve and the other two experimental points lying below it (Figure 11). In other words, the test task has a “disordered” answer, which can be caused by a defect in its composition, in connection with which only poorly prepared students understand it correctly.
        
        Using a portfolio to form an integrative assessment of educational and professional achievements of students
        The analysis and adjustment of the developed set of indicator variables was carried out using the RUMM 2030 program with a focus on the totality of quality indicators of the results of our evaluation procedures. Among the main indicators: the degree of compliance of indicator variables with the model for measuring educational and professional achievements and the compatibility of their set (statistics jf); differentiating ability of indicators (separability index and range of variation in assessments of educational and professional achievements); reliability of estimation results (Cronbach's alpha, Pearson and Spearman-Brown reliability measures, Gutman coefficient); the values of the assessments of the difficulty of the indicator variables and the level of development of the assessed qualities; indicators of the joint distribution of these estimates on a linear interval scale (graphs of the joint distribution of estimates); characteristics of the behavior of options (characteristic curves of indicator variables) and response categories for each of the indicators, etc.
        The survey conducted at the final stage of the experimental work made it possible to say that the development and presentation of a portfolio is considered by the majority of students as an interesting and significant type of educational and professional activity for their personal and professional development. At the same time, the existing conditions of their professional and pedagogical training are not assessed by them as fully conducive to the realization of the developing potential inherent in the portfolio. Identified in this way and described in the dissertation work, the “weaknesses” of assessing educational and professional achievements using a portfolio should be considered as the main directions for further research of this assessment tool.
        The relevance of the study of scientific, theoretical and methodological grounds for the use of portfolios in assessing the educational and professional achievements of students of professional pedagogical specialties is determined by the need to improve the training of future teachers of vocational training, taking into account the basic requirements for the development of the system of professional and pedagogical education in modern conditions. These requirements, reflecting the need to change the content and mode of interaction between the teacher and the student, cannot but affect the features of the organization and implementation of evaluation activities. The latter is increasingly considered by researchers in the context of building subject-subject interaction between a teacher and students who consciously and independently solve the problems of initiating, designing, constructing, implementing and evaluating the process and results of educational and professional activities.
        Acting as the main object of pedagogical assessment, the educational and professional activities of the future teacher of vocational training cannot be fixed through the varieties of the “portfolio of achievements” widely described in the scientific literature, methodological recommendations and regulatory documents. Being aimed at obtaining information about individual "visible" results of the student's professional and pedagogical training, they cannot give a unified and complete picture of his readiness to implement individual stages of a holistic cycle of ongoing activities. The portfolio, considered as a set of educational materials developed by the student through the reflexive identification and design of the procedural and productive characteristics of educational and professional activities, makes it possible to overcome this limitation.
        At separate stages of joint work of a student with a teacher on a portfolio, accounting and information, control and diagnostic and control and corrective functions can be implemented with its help. The implementation of these functions, taking into account the set of rules formed in the dissertation research, provides a solution to the problems of consistent and purposeful collection, accumulation and selection, processing, analysis and presentation of information necessary to make a reasonable conclusion about the state of the student as a subject of educational and professional activities. The educational and value result of the assessment procedure using a portfolio is the identified educational and professional achievements, reflecting the student's ability and willingness to apply the available professionally significant knowledge, skills and abilities, various kinds of abilities, etc. to effectively solve the tasks of the activity being mastered.
        The model of the portfolio proposed for evaluating the educational and professional achievements of a student includes functional-target, structural, content and resulting components. The portfolio, formed and used taking into account the proposed model, provides an opportunity for long-term and multilateral tracking of the above-mentioned qualities of a student's personality as a subject of educational and professional activities. These qualities should be considered as personal educational results of mastering the generalized methods of activity by the student, carried out in the course of reflexive processing of its main structural components: goals and objectives, methods, means, etc.
        The educational and professional achievements of a student have a latent integrative character, which is why they can only be identified operationally - on the basis of a holistic set of indicator variables that reflect their structure and content and serve as a “standard” when evaluating student portfolio materials. The need to comply with the main attributes of pedagogical diagnostics, as well as to ensure the high quality of the results obtained with its help in terms of their validity, reliability, objectivity and effectiveness, determines the choice of approach to obtaining, processing and presenting the results of the assessment procedure carried out using port 145 folio. It is based on the provisions of the theory of measurement of latent variables (G. Rasch's metric system).
        The advantages of the theory of measurement of latent variables (the probabilistic and one-parametric nature of the G. Rasch model, the elimination of the subjectivity factor, the use of a linear interval scale of a single unit of measurement "logit", etc.), as well as the statistical and mathematical capabilities of programs for measuring latent variables, allow for a multidimensional analysis of the developed population indicator variables in terms of the main indicators of the quality of the results obtained with its help. Among them is the degree of conformity of the indicator variables to the measurement model and the compatibility of their set; differentiating ability of indicators; reliability of diagnostic results; the values of the estimates of the difficulty of the indicator variables and the level of development of the diagnosed quality; indicators of the joint distribution of these assessments, including its density, normality and uniformity, on a linear interval scale; characteristics of the behavior of response options and categories for each of the indicators, etc.
        The conducted experimental work makes it possible to conclude that the set of indicator variables presented based on its results, characterizing the educational and professional achievements of future teachers of vocational training in the field of “designing and applying individualized, activity- and student-oriented technologies and teaching methods” (PC-17 ) and used in evaluating their portfolio can be considered as a holistic evaluation tool. However, the dissertation research does not exhaust the entire content of the problem raised in it, allowing us to identify possible directions for its further study. They can be associated with the identification, definition and justification of scientific, theoretical and methodological grounds for the use of portfolios in the final and current assessment of the general competencies of students, in the procedures for competitive selection and state certification of applicants and graduates of vocational pedagogical educational institutions.
        
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