SITUATIONAL TASK AS A MEANS OF INTERMEDIATE ASSESSMENT OF UNIVERSITY STUDENTS DURING THE PROCESS OF LEARNING FUNDAMENTAL DISCIPLINES

Abstract

Changes in the Russian higher education system, which will be fully implemented in 2027, actualize the study of the problem of evaluating educational outcomes at various stages of the learning process from the standpoint of higher school didactics. The materials of the Ministry of Education and Science identify approaches to assessing the results of students’ mastering disciplines related to various parts of the educational program: socio-humanitarian, fundamental and professional. The means of intermediate assessment for fundamental and professional parts disciplines are being developed by the university. Situational tasks are provided as a means of intermediate certification in fundamental disciplines in the Ministry of Education and Science proposals. In this regard, universities should develop appropriate programs, assessment tools and control and measuring materials. The results of the research presented in this article contain a systematization and generalization the content and methodological components of the concept “situational task”. The characteristics, types, and essence of situational tasks are considered, depending on their purpose in the educational process, as well as their features and possibilities as a means of intermediate assessment of students.