The Point-Rating System as a Tool for Managing the Quality of Teacher Education

Abstract

The article is devoted to the problem of introducing a point-rating system into the educational process of a pedagogical university. The use of the point-rating system is considered as a factor that ensures meaningful education, which is relevant today. An analysis of scientific literature and international experience shows that the quality of education is directly proportional to the effectiveness of the rating system. The purpose of this article is to identify the problems that hinder the introduction of the point-rating system into the educational process of a pedagogical university and to provide recommendations for the effective use of this assessment method. The object of this study is the process of organizing intermediate certification of students using the point-rating system. The research base is the Yaroslavl State Pedagogical University named after K. D. Ushinsky. The research methodology is a selective questionnaire survey of respondents among students, professors, and administrative staff of the university; analysis of the educational organizationʼs activities to ensure the quality of education. A total of 386 people were included in the sample, including 112 university professors and department and dean staff, and 274 full-time undergraduate students. The size of the sample population allows us to speak about the representativeness and reliability of the data obtained. According to the results of the study, two key blocks of problems have been identified that prevent the full-fledged application of point-rating system in the educational process: pedagogical and technical. The conditions that ensure the application of point-rating system as a tool for improving the quality of education have been identified: a subject-oriented approach, timely and constant feedback, unification of point-rating system, and a convenient technical solution. Recommendations for implementing the point-rating system in the educational process of a pedagogical university have been formulated: organizing training for teachers on how to use the point-rating system and how to provide feedback; ensuring the variability of studentsʼ educational trajectories within the framework of disciplines; creating conditions for students to develop their own educational paths; organizing tutoring support for students; and improving the technical features of the system.