Features of the monitoring of the knowledge of the first year student in inorganic chemistry in a credit-module system

Abstract

The specificity of the educational problems of modern education is due to the necessity of acquiring future professionals socio-economic and professional experience of practice. Formation of professional competence of future bachelor now requires the institution of a fundamentally new approach. Radical improvement in the quality of training can be provided not only significant improvement of teaching methods, but also efficient management process control, measurement and record of learning activities of students. The purpose of the research is a theoretical justification criteria of objective monitoring and assessment of first year students in inorganic chemistry in a credit- modular training. The research was carried out: analysis of the literature on the theory and practice of control and assessment activities and grounded didactic nature of control, its forms and methods, identifying the main criteria for evaluating academic performance, developing and theoretically justification of the main choices of the relationship types and forms of control training process of evaluation criteria during the learning of classes of different learning activities, experimental verifying the effectiveness of condition monitoring learning activities of students in inorganic chemistry in the process of credit-modular training. Justified control of student learning will provide an objective assessment and create conditions for self-education and improvement of the learning process in a credit-module system.