The assessment of students’ learning outcomes and rating framework

The study presents the techniques to assess the students’ learning outcomes by means of modular credit rating system according to such criteria as academic performance and academic achievements. The research substantiates an interrelated set of qualitative and quantitative criteria for the ten-point-scale-based academic and current grades which are subsequently converted to rating scores. Rating framework is devised within the scope of a system approach and allows one to determine the current and overall rating of the entire university community from the individual student to the university as a whole for any period of training. A system approach has transformed rating system into continuous monitoring and then into the control system and prompt revision of training activities based thereon. In the context of methods and software of modular credit rating system, the authors identify the relevance of a training module and tests within credit weighting. The study reveals the scales of qualitative assessment of tasks during ongoing monitoring, ratings of students’ learning outcomes during ongoing and interim monitoring, and academic assessment during interim monitoring. It demonstrates how a teacher can choose rating scores for ongoing and interim assessment. The original software and techniques of modular credit rating system determine the current and overall rating of a trainee on a subject, his/her rating on a number of subjects, rating of a group of students on a number of subjects, the current and overall rating of the department and university. When identifying all types of ratings, lecture attendance rate, cognitive activity, and demerits have been considered.