Competencies, learning outcomes and forms of assessment: the use of Tuning Methodology in Russia

Artur Demchuk, Yevgeniya Karavaeva, Yelena Kovtun, Svetlana Rodionova

Abstract


The article is focused on the correlation of competencies, learning outcomes and the methods of their assessment in the course of current, interim (end-of-module) and final assessment. It provides a general idea of the background and difficulties associated with the use of competence based learning in the Russian context. We propose an algorithm developed by the experts of Association of Classical Universities of Russia based on the methodology of the Tuning Educational Structures in Europe (TUNING) international project with special emphasis on assessing achievement of learning outcomes. By way of illustration, the undergraduate programmes in Philology and Psychology are discussed.

Keywords


competencies; learning outcomes; assessment of learning outcomes; Tuning methodology

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References


Decree of Ministry of Education and Science of Russian Federation No. 1367 of 19 December 2013: On Approval of the Procedure of Organization and Implementation of Learning Activity of Higher Education Programs – Bachelor, Specialist and Master Degree Programs”.

Decree of Ministry of Education and Science of Russian Federation No. 1061 of 12 September 2013: “On the Approval of the Lists of Higher Education Fields of Study”.

E.N. Kovtun and E.V. Karavaeva, “Adapting the Tuning Programme Profiles to the Needs of Russian Higher Education.” Tuning Journal for Higher Education 1, no. 1 (November 2013): 187-202, http://www.tuningjournal.org

State Contract No. 12.P20.11.0019 of 28 October 2011, the grant recipient (2011- 2013) – the Association of Classical Universities of Russia. http://www.acur.msu.ru/monitoring.php

The Tuning Russia. http://www.tuningrussia.org.




DOI: http://dx.doi.org/10.18543/tjhe-3(1)-2015pp149-185

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