I. YAKOVLEV CHUVASH STATE PEDAGOGICAL UNIVERSITY BULLETIN

secondary vocational education, competency-based approach, assessment tools, mathematical disciplines, programmers, discrete mathematics, probability theory, Federal State Educational Standard of Secondary Vocational Education, professional competencies, contextual learning

The article considers the problem of designing assessment tools for mathematical disciplines for secondary vocational education majors in the field of information technology. The relevance of the study is due to the contradiction between the requirements of the competency-based approach in the Federal State Educational Standard of Secondary Vocational Education and the traditional practice of assessment of mathematical training, focused on checking formal knowledge. The aim of the study is to develop and test a model of assessment tools aimed at the formation and assessment of professionally significant competencies in future programmers. The research material is the results of a pedagogical experiment. The methods used include analysis of regulatory documentation, pedagogical observation, comparative analysis of test results, and methods of mathematical statistics. A matrix of correspondence between the studied mathematical disciplines and the professional competencies of a programmer has been developed. Three types of assessment tools are proposed: contextual problems, professionally oriented cases, and integrative project assignments. Experimental studies have demonstrated that the implementation of the developed model increases the proportion of students demonstrating advanced levels of competency development. Methodological recommendations for designing assessment tools for mathematics teachers in secondary vocational education have been developed.

Bendik, Olga Aleksandrovna – Lecturer at the Department of Physics and Mathematics Education, Blagoveshchensk State Pedagogical University, Blagoveshchensk, Russia, https://orcid.org/0009-0004-9034-3935, olga-bendik@mail.ru