DEVELOPMENT OF DIAGNOSTIC TOOLS DURING THE PROFESSIONAL TRAINING OF A GRADUATE OF A HIGHER EDUCATION INSTITUTION

Abstract

The main social requirement of society is quality education. Recognition of the value of human individuality, processes of humanization and standardization in the field of education require qualitative changes in the control and monitoring of the process of education and upbringing. The main task of educational policy at the current stage of its development and formation is to achieve a high level of quality education that meets the needs of the individual, society and the state. One of the important areas of reforming the national education system is the development and implementation of qualitatively new approaches to assessing students' academic achievements. The need to fundamentally improve the training of specialists based on the practical orientation of modern requirements, taking into account the labor market conditions and international experience, as well as martial law in our country, necessitates the transition to a graduated education system based on a subjective and activity-based approach to setting goals and content of education and training for each educational level. The main goal-forming normative document in the design of such an education system is the EPP (educational and professional programs), which, along with the name of the specialty, the appointment of a specialist, the nomenclature of primary positions, the list of means and results of activity, etc., determine the orientation and moral and business qualities of a specialist, the requirements for his or her training through a list of skills of a certain type and level of formation. The set of types of professional activities of a specialist, specified through professional tasks, allows to formulate requirements for the content and forms of qualification tests, which are aimed at determining the level of theoretical and practical preparation of a graduate for the next professional activity provided by the EPP. Given the variety of activities of a specialist, which can be determined through the EPP, it is logical to establish that the most adequate form of qualification tests that would objectively and reliably determine the level of educational and professional training of graduates of higher education institutions is a qualification exam in a specialty, which involves the performance of certain certification qualification tasks. Such tasks can be, first of all, professional tasks that model real situations that a graduate may encounter in practical activities. On the other hand, the pedagogical system of graduate training requires effective pedagogical control. Some existing elements of such a system are an eclectic mix of objective and subjective, manual labor and computer technologies and do not meet modern requirements. That is why the system of higher education has not been able to protect it from many negative phenomena, such as protectionism, subjectivity in knowledge assessment, etc. Elimination of the above is possible only through the scientific organization of the learning process, which is based on the following: 1. Mastery of modern technologies of pedagogical and qualification control by all participants of the learning process. 2. Awareness that the main link in the pedagogical system is the subject of learning, and that learning at all its stages should be accompanied by a powerful methodological train in the form of professional tasks and objectives. It is advisable to pay attention to the connection of pedagogical control with a unified sectoral certification system. In this system, pedagogical control should be viewed as the main link that ensures the continuity of the process of upbringing, education and training. Delay in developing such a control system may backfire both against the educational institutions (those who teach) where it has already been implemented and against the sectoral controlling bodies, as both may be unprepared for standardized qualification exams that have long been used in international practice.