Practice-oriented assessment of future preschool teachers at a university: potential of a demonstration exam
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Abstract
Background. The development of a national system for teacher training and changes in higher education levels require an improved assessment system for students’ readiness for professional work. A demonstration exam is an effective mechanism for such assessment, enhancing the practice-oriented nature of midterm and final student of pedagogical universities assessments and aligning educational outcomes with professional expectations in preschool education.
Objective. To develop and test assessment materials to implement a procedure for independently assessing the readiness of students and graduates for professional work in preschool education, taking into account employers’ opinions.
Sample. The study participants included 170 students from five federal state pedagogical universities pursuing higher education programs in the “Pedagogical Education” majors in Preschool Education.
Methods. The study utilized a combination of theoretical and empirical methods: analysis of psychological and pedagogical literature and law regulatory documentation, comparison, generalization, modeling, a pedagogical experiment, questionnaires, and quantitative and qualitative data processing methods.
Results. Practice-oriented assessment materials for the demonstration exam were developed, taking into account the specifics of preschool teachers’ professional activities and employer opinions. These include a list of competencies (job functions, actions) to be assessed, examination assignments, assessment criteria, and indicators. The results of a pilot study of assessment materials at five pedagogical universities across the country implementing preschool teacher training programs indicate a high level of development of the required competencies among more than 70% of students in the disciplines and 60% in the internships. The survey revealed that the majority of students were satisfied with the new exam format, as well as some difficulties in preparing for it, confirming the need for psychological and pedagogical support for students in both real-life and virtual environments.
Conclusions. The developed assessment materials enable the implementation of a procedure for independently assessing the readiness of students and graduates for professional work in preschool education. The assessment materials can be used to conduct demo exams for the midterm and final assessments of future teachers, as well as to assess the developed competencies of current preschool teachers.
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