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

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.

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