DIAGNOSTICS OF THE PERFORMANCE OF EDUCATIONAL ACTIVITIES IN THE PRACTICE OF HIGHER SCHOOL

Abstract

The article studies methods of diagnosing the effectiveness of educational activities in the practice of higher education. The federal law on education in the Russian Federation allocates two types of independent assessment: assessment of the quality of education of students and assessment of educational activities. It is concluded that the measurability of competencies as an evaluative tool of educational outcomes causes difficulties in the practical and theoretical aspects, since there are no generally accepted methods for measuring teachers’ competencies in the Russian education system. In the educational environment, it is necessary to create new assessment tools, which will be based on modern theoretical achievements of pedagogical science and will allow measuring the level of multi-structural and multidimensional characteristics of graduates. They should not be reduced to a simple summary calculation of test results, since when assessing competencies, it is important to take into account the practical skills of students.