Foreign practices of the use of standards for the assessment of professional activities carried out by the scientific and pedagogical staff of higher education institutions
The analysis of the experience of Great Britain, Australia, and the USA concerning the use of standards for assessing the professional activities of scientific and pedagogical staff of higher education institutions is analysed. On the basis of the analysis of scientific literature, the goals of assessing the professional activities carried out by the scientific and pedagogical staff of the countries under study are identified: reorientation of the future educational strategy of the institution, using the results of assessment, in particular, improving education content, teaching methods and teaching. The use of assessment results for reflection is connected with the career advancement of scientific and pedagogical staff and their wages regulation; assessment of the overall success of the institution educational program.
In the course of scientific research it was found that assessment of professional activities carried out by scientific and pedagogical workers of the studied countries is based on an integrated approach. That is, different categories of stakeholders (higher education institutions, professional associations, students, parents, etc.) take part in the assessment process. The principles of practical orientation, optimal sufficiency, scientism, systemicity, consistency, autonomy, transparency, openness of the portfolio and the results of the evaluation of the professional activities carried out by teaching staff of educational institutions are the basis of assessment of the professional activities taken by the scientific and pedagogical staff.
The assessment tools for professional activities carried out by scientific works of the studied countries and their features are clarified, namely: observation in the audience; portfolio of scientific and pedagogical worker; feedback from students and graduates; self-evaluation; interviewing of the parents on quality satisfaction; reviews from colleagues about the level of the conducted training sessions according to the results of the observation; analysis of evidence of group achievements; interviewing; value-added strategy, etc.
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