О требованиях к разработке портфолио в образовательном процессе вузов

Modern conceptual approaches are used in the high educational system in Kyrgyz Republic and assume structure and content reforming of educational process including system of evaluation. Revealing and analysis of student’s activities during the educational process are highlighted. The transfer from evaluation to self-conception makes possible to deal with a matter of student’s self-dependence, and responsibility for their education is significant. Nowadays, the necessity of alternative evaluation is associated with theoretical principles are based on paradigm of education. This paradigm provides the opportunity not to only learn and remember information but firstly to prepare them to identity problems, think critically, create ideas and products and develop new constructive solution to the problem [5; 8].

Introduction of competency-based approach in the educational process of Kyrgyzstan’s higher institutions draws special attends to estimation of the level of understanding and practice, level of analysis and evaluation. Educational process requires the use of evaluation, so teacher would be able to measure the academic achievements, realistically assess acquired competence of the students in a specific discipline. Besides different forms of objective evaluation should be developed on the basis of certain assessment criteria which are prepared and announced to students in advance for cooperation between students and teacher.

Innovations in methodology of pedagogical evaluation associated with the transition to dynamic assessment student’s level of competence where determination of student’s level of communicative and intellectual abilities is dominant.

But as the practice of teaching on high school shows, methods of evaluation of students’ achievement don’t give information each students’ progress during process of education about.

Portfolio is one of modern methods of evaluation of study achievements existing in educational process of higher institutions of the Kyrgyz Republic. Appeal to student’s portfolio during his education in higher school is requirement of modern society to graduate as a competent specialist who will be not only creative in his future career but also the subject of his own life.

Portfolio (from French, porter – to state, to formulate and folio – a sheet, a page) means dossier, collecting of achievements. Term “Portfolio” may be characterized in different meanings. According to E.N. Balykina, portfolio is individual, personally selected information pack, which presents study achievements as a product on the one hand, and contains information about methods of analysis and planning of educational achievements on the other hand [3, с. 453]. Z. Ayukasova distinguishes three features of portfolio [4, с. 146]:

• 1)    method of fixation, accumulation and evaluation of individual achievements;

• 2)    collection of work and results which demonstrates efforts, progress and achievements in different chosen spheres;

• 3)    systematic and specially organized arguments are used by teachers and students for knowledge, skills and relations.

According to D.M. Azhibaev, M.M. Be-kezhanov, S.K. Kaldybaev, portfolio is a method of evaluation of student’s achievements by fixation and accumulation of individual works [5].

It seems the analysis of literature shows the variety of definitions revealing different aspects of this concept.

According to researchers, portfolio is a waytodevelopself-reliance,self-organization and formation of educator’s professional training. Today portfolio is widely used in educational systems in different countries. It allows estimating of student’s achievements during a certain period of studying. Level of student’s achievements is evaluated from the point of view of his creativity and ability to self-search activity. So the process of students individual learning achievements is effectively estimated. It is polysemantic and long process. At this point portfolio is method of continuous assessment

Requirements to portfolio development in process of higher educational institutions

Ja.A. Baitugolova

during study promoting early formation of significant professional student’s skills.

According to researches, portfolio is report on studying process-comprising students’ knowledge, particularity of student’s process of thinking, synthesis, and analysis his own work and cooperation with school community in intellectual and social level. Portfolio shows students level of education, research and practical skills. Portfolio is considered one of the modern forms of leaning activity. It documents professional advancement and reveals the level of expertise.

Nowadays, there is a variety of literature discovering portfolio’s role and content, but part of researches dealing with the requirements of portfolio development and organization is insignificant. The reason is that portfolio can be guided by principles of education during learning process.

Analysis results of researches pay attention on the following points. Firstly, standards for development and organization are based on principles and functions of pedagogical evaluation and monitoring. Systemofstandardsisthebasisoftheprinciple or, in other words, principle is the system of standards. Principle is the system of rules, regulations or set of requirements. Portfolio should actualize principles of objectivity, systematic, individuality of education evaluation. Portfolio by definition is guided by the principles of justice, transparency and comprehensiveness. The system of standards to portfolio’s development is discussed in our research. Secondly, standards proceed from internal patterns of one or another process and deal with normal functional to prevent randomness in the organization of the process. Thirdly, standards are based on the achievements of modern science contribute to the development of application technology of portfolio.

Problem of standards formalization for development portfolio is not enough disclosed but provides methodological interest.

The system of standards for management of organization portfolio is provided by [6; 7; 8; 9]:

• 1)    consistency, regularity, sequence;

• 2)    completeness, concreteness, reliability;

• 3)    objectivity;

• 4)    analyticity;

• 5)    logical and concise of materials;

• 6)    accuracy and aesthetic of design;

• 7)    visibility of results.

Russian researches L.N. Orlova and A.V. Rein [10] propose the following standards for portfolio:

• 1)    interdisciplinarity

• 2)    differentiation

• 3)    humanity

• 4)    compliance with educational programs and textbooks

• 5)    variability

• 6)    reproducibility;

• 7)    creativity;

• 8)    development of personal competences.

The set of requirements has been defined because of analysis the control theory, diagnostic and educational assessment:

• 1)    validity;

• 2)    reliability;

• 3)    feedback;

• 4)    practicality;

• 5)    authenticity.

Characteristic of each of the allocated requirements’ content is given.

• 1.    Requirement of validity is connected with the subject of evaluation by portfolio. Individual qualities, maturity of knowledge and skills, degree of achievement of learning aims, student’s ability to analyse, synthesize, evaluate the relevant position, key competences are formulated during statement of aims should be assessed. Consequently, portfolio should comply with the objectives and content of education. The structure and content of portfolio should be based on content of the course or formed key or professional competencies. Each of components of portfolio should measure up the course’s content and purpose. The particular level of student’s communication should be defined by relevant criteria as a result of portfolio development. In this case, portfolio is considered valid. The validity guaranties justification and fairness for interpretation, which are based on practical

• 2.    The reliability of portfolio technology. The reliability is characteristic presents the accuracy of the assessment, the sustainability of results to action of random factors. The tests researchers define the reliability as a consistency of results during the retesting by the same test or its equivalent [11; 12].

• 3.    Feedback is determined by psychological and pedagogical theory as essential requirement to management of learning process. Feedback is identifying and providing timely information about the nature of action, correctness of operations, degree of development of specific skills and knowledge. As the researches note the feedback is the process of reporting and acquisition, information about the action, situation, and contentious questions leading to the goal. The feedback has the form of relevant comments and precise sentences during the portfolio’s development. These forms help student to realize vacancy in his knowledge in the way of accumulation enough information to further advance [13].

• 4.    Practicality is one of the basis system requirements. It means ease of use tasks in practice, methods of evaluation and counting. The demand of practicality is foreground production tasks for student, planning reporting data be implemented based on compliance with certain requirements. The follow questions should be answered: is this devise expensive? Whether it requires a long time for developing? Whether it demands a lot of human resources for realization? Is these problem exist they should be reconsider [14].

• 5.    Portfolio should bear authentic character. It means students interaction with actual practice, performing tasks dealing with real life situations. An Authentic assessment is kind of evaluation used in the practice-oriented activities and providing estimation person skill’s formation in situation as close as it possible to everyday life [7; 15]. It presupposes evaluation of student’s ability to apply knowledge in practice.

skills during evaluation process. The deep analysis should be conducted before proceeding with the development of the portfolio. Each course consists of set of skills or competencies, which formed the content of portfolio.

Consequently,thetermhastwomeanings. Firstly, evaluation is considered reliable if it provides a high accuracy of measurement. Secondly, evaluation is deemed reliable if it shows the similar results during repeated execution on condition that training of the students has not changed before retesting.

Therefore, reliability of portfolio depends on the objective evaluation, the uniformity of knowledge the stability properties of student’s personality are evaluated. For example, if teacher A evaluates the student’s portfolio by a one score, the teacher B should evaluate this portfolio by the same score. We can assume the technology of evaluating is reliable. Consequently, the result of evaluating portfolio should not depend on person who evaluates student’s study achievements.

The feedback gives teacher information about the process of developing portfolio, student’s achievements and vacancy in his knowledge. Student seeking to success should learn to self-esteem, to understand the main purpose of education and therefore to learn what is need to succeed. In this way, feedback gives information about student’s comprehension or incomprehension in portfolio developing. It allows teacher react to lapses promptly and then furnish with information about the success of performance and recommendation for improvement of work.

The authentic evaluation aims to identify the quality of work and its result by referring to the actual behaviour of students based on understanding of necessity of a holistic structure and summing up their activities. The aim of authentic evaluation is collection and collation of data showing that student can really use the acquired knowledge at the same time they are able critically to evaluate their efforts. In this way, demands of authentic for portfolio development and organization involves documentation of

Requirements to portfolio development in process of higher educational institutions

Ja.A. Baitugolova

information about the real students’ progress. Progress shows the process of improving the real student’s abilities. This progress doesn’t show the level of achievements compared to other but the process of improving the real student’s ability. Therefore, the authentic evaluation is considered primary in portfolio development.

The discussed system of requirement informs teachers and students about their compliance in the implementation of portfolio. These requirements give the opportunity to manage the process of developing student’s portfolio. The usage of portfolio can help to realize competencebased approach to the evaluation of student’s educational achievements in the educational process of universities.