The Use of Practice-Based Assessments in Preparing Humanities and Social Sciences Specialists: The Case of Sumy State University (Ukraine)

Autor/inn/en	Zavhorodnia, Vladyslava M.; Slavko, Anna S.; Degtyarev, Sergey I.; Polyakova, Lyubov G.
Titel	The Use of Practice-Based Assessments in Preparing Humanities and Social Sciences Specialists: The Case of Sumy State University (Ukraine)
Quelle	In: European Journal of Contemporary Education, 10 (2021) 3, S.768-782 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2305-6746
Schlagwörter	Foreign Countries; Student Evaluation; Summative Evaluation; Evidence Based Practice; Humanities; Social Sciences; Majors (Students); Specialists; College Students; Legal Education (Professions); International Law; History Instruction; Archaeology; Humanities Instruction; Work Experience Programs; Ukraine + Suchen Sie Ihr Suchwort? Ausland; Schulnote; Studentische Bewertung; Geisteswissenschaften; Humanwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Collegestudent; Juristischer Beruf; Law of nations; Völkerrecht; History lessons; Geschichtsunterricht; Archäologie; Geisteswissenschaftlicher Unterricht
Abstract	This paper explores the potential for using practice-based assessments in higher education in preparing humanities and social sciences specialists. The authors tested a set of innovative methodologies for practice-based summative assessment of the progress made in learning certain disciplines by students majoring in Law, International Law, and History and Archaeology at Sumy State University (Ukraine). To assess the effectiveness of practice-based assessments, the authors employed anonymous surveying, tested students' level of mastery of key theoretical concepts, and carried out a comparative analysis of the performance of students who took part in practice-based assessments and those who took exams in a traditional way. The conducted pedagogical experiment indicates the advisability of employing practice-based assessments as part of teaching humanities and social sciences disciplines. It revealed a significant increase in the level of preparation of students on subjects summative assessment around which was based on practical assignments. Having students train their practical skills can help them assimilate theoretical knowledge better and for a longer time and become more confident in their preparedness for their future profession. Practice-based assessments can also serve as a yardstick for gauging the effectiveness of instructors' teaching methods and stimulate the quest for new ways of teaching and learning that can help meet the needs of the labor market and the interests of students pursuing a higher education as much as possible. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01