Dynamics of evaluation activity of university students in the process of examination

Baranov A.A.; Zhuchenko O.A.

Previous issue (2019. Vol. 11, no. 2)

Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

DOI: http://dx.doi.org/10.17759/psyedu

License: CC BY-NC 4.0

Started in 2009

Published quarterly

Free of fees
Open Access Journal

RU In Russian

Psychological Science and Education psyedu.ru
2011. no. 4
ISSN: 2587-6139 (online)

Dynamics of evaluation activity of university students in the process of examination ¹¹⁰¹

Baranov A.A., head of chair of differential and developmental psychology and social technologies, Udmurt State University , aabaranov@mail.ru
Zhuchenko O.A., chair of philosophy, Izhevsk State Agricultural Academy , adlog@mail.ru

Full Text in Russian (PDF, 334 kb)PrintRUIn Russian

The article presents the results of research aimed at peculiarities of manifestation of evaluation activity among university students in the process of examination in different years of education. According to proposed hypothesis, prognostic evaluation activity of students as a manifestation of self-regulation processes develops under the influence of the university educational process. The sample group of this part of the research consisted of 50 students (17 male and 33 female) of II-IV years of agroindustrial specialties of Izhevsk State Agricultural Academy. The conducted research is longitudinal. The level of contextual psychic tension was measured before the beginning of the examination using modified Dembo-Rubinstein’s technique “Person’s self-evaluation according to his life constructs”. At the same time the student using the five-mark grading system wrote down in the questionnaire a desired mark, an expected mark, a mark to himself judging from the level of knowledge. Then the anticipated marks were compared to the mark actually received at the examination. It was deduced from the experiment that over the years the contingence between anticipated marks and the actual mark increases. In other words, during the period of education at university self-regulation improves. It is explained, among other things, by the students developing reflexive qualities and skill of understanding the teacher’s demands. The development of self-regulation takes place also by virtue of accumulation of experience of passing examinations and change of motivation system in the course of receiving higher education. Prognostic evaluation activity makes it possible to accomplish psychological presetting and optimal reaction to events and information, and is a manifestation of self-regulation processes.

Keywords: subjects of educational process, situation of examination, self-regulation, forecasting, evaluation activity

Column: Educational Psychology

For Reference

Baranov A.A., Zhuchenko O.A. Dynamics of evaluation activity of university students in the process of examination [Elektronnyi resurs]. Psikhologicheskaya nauka i obrazovanie psyedu.ru [Psychological Science and Education psyedu.ru], 2011. no. 4 (In Russ., аbstr. in Engl.)

Arhangel'skii S.I. Uchebnyi process v vysshei shkole, ego zakonomernye osnovy i metody. M.,1980.
Bakirov A.S. Kontroliruyushaya deyatel'nost' i samokontrol' uchitelya v usloviyah innovacionnoi shkoly: Avtoref. dis. ... kand. psihol. nauk. Kazan', 2001.
Baranov A.A., Zhuchenko O.A. Kontrol'no-ocenochnaya deyatel'nost': raznye storony odnogo processa // Vestnik IzhGTU. 2008. № 4.
Baranov A.A., Zhuchenko O.A. Uchebno-ocenochnaya deyatel'nost' studentov na ekzamene: prakticheskii aspekt // Uchitel' 21 veka: strategii professional'nogo vzaimodeistviya i samorazvitiya: Materialy Vserossiiskoi nauchno-prakticheskoi konferencii s mezhdunarodnym uchastiem: V 2 ch. Ch.1. / Pod red. T.F. Vostroknutovoi. Izhevsk, 2010.
Borovkova T.I., Morev I.A. Monitoring razvitiya sistemy obrazovaniya: V 2 ch. Ch.2. Prakticheskie aspekty. Vladivostok, 2004.
Butakova S.M. Organizaciya ocenochnoi deyatel'nosti studentov kak uslovie formirovaniya ih poznavatel'noi motivacii: Dis. kand. ped. nauk. Krasnoyarsk, 2006.
Vygotskii L.S. Pedagogicheskaya psihologiya. M., 1996.
Gerasimov V.P., Sychev O.A. Individual'nye osobennosti proyavleniya otricatel'nogo prognoza v zavisimosti ot sily nervnoi sistemy // Mnogomernyi mir cheloveka kak predmet psihologicheskogo issledovaniya: Materialy chetvertoi regional'noi shkoly molodyh uchenyh. Biisk, 2002.
Morosanova V.I. Individual'nyi stil' samoregulyacii. M., 2001.
Naenko N.I. Psihicheskaya napryazhennost'. M., 1976.
Nemchin T.A. Sostoyaniya nervno-psihicheskogo napryazheniya. L., 1983.
Osnickii A.K. Regulyatornyi opyt, sub'ektnaya aktivnost' i samostoyatel'nost' cheloveka: V 2 ch. Ch. 2. // Psihologicheskie issledovaniya: elektronnyi nauchnyi zhurnal 2009. № 6(8). URL: http://psystudy.ru/index.php/num/2009n6-8/241-osnitsky8.html
Popova T.V. Formirovanie motivacionnoi sostavlyayushei psihicheskoi samoregulyacii uchebnoi deyatel'nosti studentov filologicheskogo fakul'teta: Avtoref. dis. ... kand. psihol. nauk. Kazan', 2002.
Regush L.A. Razvitie sposobnosti k prognozirovaniyu pedagogicheskih yavlenii u studentov pedinstituta // Voprosy psihologii. 1985. №8.
Ryzhkova N.G. Nepreryvnaya kontrol'no-ocenochnaya deyatel'nost' kak faktor povysheniya urovnya matematicheskoi podgotovki studentov tehnicheskogo universiteta: Dis. kand. ped. nauk. Ekaterinburg, 2005.
Solov'ev V.N. Motivaciya uchebnoi deyatel'nosti studentov i ee rol' v adaptacionnom processe. Izhevsk, 2004.
Sychev O.A. Lichnostnaya obuslovlennost' prognozirovaniya: Avtoref. dis. ... kand. psihol. nauk. Biisk, 2009.
Feigenberg I.M., Ivannikov V.A. Veroyatnostnoe prognozirovanie i prednastroika k dvizheniyam. M., 1978.
Hutorskoi A.V. Deyatel'nost' kak soderzhanie obrazovaniya // Narodnoe obrazovanie. 2003. № 8.