Organization of Diagnostic Work to Check the Residual Knowledge of Students

Abstract

The purpose is to present the experience of organizing and conducting diagnostic work to check the residual knowledge of students in the conditions of implementation of the competency-based approach to learning. Materials and methods. Source materials for the preparation of the diagnostic work were funds of assessment tools from the working programs of the disciplines of the Department of Geoecology and Environmental Monitoring of Voronezh State University. Results and discussion. The article offers several types of tasks: test, essay, calculation and analytical task. The tasks are composed taking into account different levels of complexity and cover several academic disciplines of the variative part of the undergraduate curriculum of the training direction "05.03.06 – Ecology and environmental management": Cartography, Environmental basics of water management, Geochemistry of environment, Analytical methods of environmental research, Environmental design and expertise, Environmental monitoring. The criteria for assessing the performance of diagnostic work have been developed. Conclusions. The materials presented in the article can serve as the basis for the compilation of full versions of diagnostic tasks that meet the criteria recommended by the Ministry of Science and Higher Education of the Russian Federation in an independent assessment of the quality of education.