Objectivity of evaluation of students 'knowledge during distance learning at the departments of higher education institutions
Keywords:
distance learning, pedagogical control of knowledge, institutions of higher education, medical universities, applicants for higher education.Abstract
ABSTRACT. Distance learning in medical universities of the country is gaining momentum and spreading rapidly due to the development of information technologies under the influence of many social and cultural factors. A large number of universities, technical, legal institutions of higher education have completely switched to online education. Even such a traditional and specific industry as medicine actively uses distance learning to improve the qualifications of doctors and to train interns. For listeners of FPK courses, distance learning is very convenient, economically and beneficial. There is no need to leave work or family, you can choose the time and schedule of classes. Also, spending on trips to another city, on accommodation and meals are gone. Can higher medical education institutions switch to distance learning entirely? Definitely not. In these universities, it is advisable to use a blended form of education. When the classical, traditional teaching system is complemented by technological forms and allows you to successfully solve the issues of preparation and translation of knowledge. Numerous information programs, visualizations, electronic textbooks and atlases, manipulators and simulators expand teaching opportunities, better illustrate theoretical material. But the questions of objective, high-quality control on the part of the teacher remain open and unsettled. The need for preliminary methodological training on the part of the teaching staff for remote education is emphasized. The development of uniform assessment criteria, replenishment of the base of test items, preparation of theoretical questions, illustration of practical skills for their use in remote control constitute the preparatory stage for providing remote interrogation. The authors of the article try to consider the possibilities of improving various forms of knowledge control and systematize approach to the organization of high-quality, comprehensive and standardized control of theoretical knowledge, practical skills and abilities of students.
References
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