Authors: Osintseva L. M., Kuznetsova L. V.
Citation: Osintseva L. M., Kuznetsova L. V. Portfolio as a modern Effective Means to Estimate the Outcomes (at Barnaul Law Institute of the Russian Ministry of Internal Affairs). Psychopedagogy in Law Enforcement. No 3(74). 2018. Pp. 53–60. DOI: 10.24411/1999-6241-2018-13010.
Для цитирования: Осинцева Л. М., Кузнецова Л. В. Портфолио как современная эффективная форма оценивания планируемых результатов (на примере Барнаульского юридического института МВД России) // Психопедагогика в правоохранительных органах. 2018. № 3(74). С. 53–60. DOI: 10.24411/1999-6241-2018-13010.
Download article: Portfolio as a modern Effective Means to Estimate the Outcomes (at Barnaul Law Institute of the Russian Ministry of Internal Affairs)
Abstract
The article proves it reasonable to employ the traditional system of assessment of the learning process at the Russian Ministry of Internal Affairs’ educational organizations of higher education, gives a comparative outline of the traditional and authentic assessment of learners’ achievements and examines the transfer from the traditional assessment system to the authentic one in the philosophy of assessment. The authors reveal the algorithm of the structure of the formal and informal parts of the assessment portfolio which includes the assessment of learning activity, research activity, social and creative activity and additional tasks. It is suggested to use point-rating system when estimating individual learner’s outcomes in the course of studies. For this purpose criteria of allocating points for learners’ different achievements are used which help to comprehend the level of mastering the educational syllabus and development of professional competences by learners via the assessment portfolio.
Keywords: assessment system, educational activity, electronic portfolio, authentic assessment, point-rating system, professional competences.
Fig. 1. Disadvantages of the traditional assessment system
Fig. 2. Comparative analysis of the traditional and authentic assessment
Pic. 3. Transfer from the traditional assessment system to the authentic assessment system in the philosophical assessment system
Fig. 4. Structure of the formal part
Fig. 5. Structure of research part
Pic. 6. Structure of social and creative activity part
Fig. 7. Structure of the part “Additional Tasks”
Fig. 8. Structure of the part “Documents”
Fig. 9. Structure of the part “Reviews”
Table. Assessment criteria of the learner’s portfolio at the Barnaul Law Institute of the Russian Ministry of Internal Affairs
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Submitted: 02.03.2018