Образовательный опыт студентов: концептуализация и разработка инструмента оценки качества образования
Аннотация
Для оценки качества образования и управления им важно понимать, что происходит в вузе со студентами, какой опыт они приобретают и способствует ли этот опыт их успешности и развитию. В зарубежной традиции опыт обучающихся рассматривается как студенто-центрированная идея повышения качества высшего образования и предпосылка многих инициатив в этой сфере, однако подходы к его изучению нуждаются в ревизии. Проведенное исследование позволило концептуализировать понятие образовательного опыта студентов и разработать валидный и надежный инструмент для его диагностики и анализа. Образовательный опыт определен как представления студента о своей учебно-профессиональной деятельности, о себе как субъекте этой деятельности, об обучении и его социальном контексте, значимые с позиции образовательной успешности, готовности к самообразованию и саморазвитию и субъективного благополучия. Образовательный опыт студентов представлен как состоящий из пяти компонентов: удовлетворенность, интенция к расширению опыта, самоэффективность и поддержка, опыт саморегулируемого обучения, вовлеченность. Анализ целостного опыта и его компонентов позволяет не только оценивать субъективное восприятие студентом обучения, но и прогнозировать результативность образовательного процесса на основе понимания ключевых внутренних факторов академической успеваемости, субъективного благополучия и развития. В статье приведен опросник образовательного опыта, верифицированный на выборке студентов (N=479), соответствующий психометрическим требованиям внутренней согласованности, ретестовой надежности, содержательной, конструктной и критериальной валидности. Использование опросника целесообразно для управления качеством образования, научных исследований, доказательного педагогического экспериментирования в условиях перестройки высшего образования.
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Литература
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