P1047: Analysis of the effectiveness of competencies approach in the assessment of students in Nazarbayev Intellectual School of Chemical and Biological direction of Ust-Kamenogorsk by the rules of fuzzy logic

Author: Kapassova Roza, Nazarbayev Intellectual School, Ust-Kamenogorsk, Kazakhstan

Co-Author: Berik Kaliullayev, Daniyar Bexoltanov, Nazarbayev Intellectual School, Ust-Kamenogorsk, Kazakhstan

Date: 8/6/14

Time: 5:15 PM6:30 PM

Room: LIB

Related Symposium: S33

Nazarbayev Intellectual Schools are the pilot project on the modernization of school education for the development of leader qualities among the youth in the Republic of Kazakhstan. Teaching of school subjects is carried out in three languages by new integrated programs directed to the formation of such competencies as: knowledge, practical skills, self-education, communicative skills and legal literacy. In modern world the development of school education will demand the spreading and support of scientific mode of reasoning from the society. Stages that accompany the development of NIS can be reflected graphically in the coordinates “brouhaha” and “time”. These stages are: positive hyperbolization-peak of baseless expectations-negative hyperbolization-minimum of disappointments-raising-plat of productiveness. This study is directed to the elucidation of the effectiveness of the competence approach in assessment and students’ attitude to it; also to determine the stage at which we are nowadays. Survey of 40 school graduates and 40 students. Questionnaire consists of 1 question where a score should be written and 12 closed questions directed to the elucidation of students’ opinion about the competency approach in their assessment, the degree of satisfaction with the work of teachers and departments and understanding of this system by students. The data obtained were processed by the program based on the rules of fuzzy logic. The survey revealed the opinion of respondents towards the effectiveness of new approach in assessment of students based on putting marks for five competences. The results showed imperfection of the system: students don’t completely understand it, not all teachers and departments work properly. It might be caused by the absence of a base or pattern for the assessment by a particular competence. It means that the time is necessary for the introduction of integrated program to school life.