System of assessment of students during the college

In most higher education institutions around the globe, they normally use a four-point system for evaluating pupils’ knowledge, skills and abilities: “excellent”, “good”, “satisfactory” and “unsatisfactory”.

Comprehending the concept of points

The assessment “excellent” deserves a pupil who has got discovered comprehensive, systematic and deep knowledge, the capability to separately perform the tasks provided by this system, familiar with the key and additional literary works, recommended by this program. Such an evaluation additionally involves the mastering associated with the relationship involving the fundamental ideas of control and their significance for the obtained career.

The evaluation “good” puts the pupil who’s got mastered the academic and system product in full, successfully fulfills this program’s tasks, worked out of the literature that is main by this system. That is, a student who’s got shown the systematic nature of control knowledge and is effective at self-replenishment and upgrading along the way of further scholastic work and activity that is professional.

The grades “satisfactory” deserve students that has discovered the information associated with basic material that is educational the level required for further training and future operate in an occupation, effective at doing the tasks given to because of the program, acquainted with the primary literary works suggested by this system. This assessment is presented to students who have made flaws in the answer to the exam and in the performance of the exam assignments, but have demonstrated the ability to eliminate them as a rule.

The evaluation is “unsatisfactory” when it comes to student that has knowledge of gaps who has resulted in fundamental errors in the utilization of the tasks given to because of the system, this is certainly, students that is not able to continue education or start professional tasks after graduation without extra trained in the relevant discipline.

Shortcomings of four-point evaluation rating and system system

A four-way system for evaluating pupils’ knowledge, skills and abilities requires significant improvement or replacement. Its primary drawbacks are: inadequate motivation for the persistence of academic and cognitive task, since it centers around getting no less than knowledge (“made up” – “did not make up”); made for the reproduction of knowledge and thinking (in sessional conditions, quickly accumulated information quickly “weathered”); subjectivity into the evaluation of student’s knowledge; inconsistency because of the school system, which pupils used as previous students, etc.

Along with the four-point traditional system of assessment of pupils’ knowledge, the score system of evaluation, which will be on the basis of the accumulation of grades for a particular period of research (module, semester, year, entire term of training) for a thorough academic and intellectual activity, has become increasingly popular. The sum of the these assessments functions as an indicator that is quantitative of quality of educational and cognitive task of this student when compared to the successes of their other students.

The score system for evaluating students’ knowledge, abilities and abilities is based on the principles that are following

  • each scholastic control and the student’s focus on its mastering is examined into the credit devices, the total amount of which can be dependant on the score;
  • the record of this student’s present work must be held, that will be reflected when you look at the last evaluation (in the units of credits);
  • the peculiarities of teaching various subjects (complexity, need for discipline in the curriculum) are taken into consideration, this is certainly, the complexity factor (significance);
  • accessibility to different types of control (outgoing, current, intermediate, last);

The pupil rating for a semester or 12 months means the arithmetic that is average of rating for each control.

To implement a rating system for assessing pupils’ knowledge, specific conditions are essential: the readiness of instructors and pupils to perceive them; appropriate organizational and methodological support, in specific, independent work of pupils is obligatory; introduction of modular training; work accounting by means of special tables; application of written verification of knowledge, etc.