THEORETICAL AND METHODOLOGICAL BASES OF EXPERTISE OF THE EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTIONS

Abstract

The article defines the main theoretical and methodological foundations of the examination of the educational process of the university, it belongs to the cluster of humanitarian examinations - this is a kind of pedagogical examination, which consists of a number of procedures necessary for the creation and subsequent implementation of the results covered in the collective conclusion, expert assessment (or judgment) about the object under study (pedagogical object, phenomenon or process). The characteristics of pedagogical expertise, which are inherent not only to it, but also to other scientific methods of research, for example, objectivity, criticality, compliance of the assessed object with legislative norms, that is, they do not determine the essence of the method of pedagogical expertise, in contrast to such as: requirements, collectivity, predictability to experts. These are properties, the totality of which describes the essence of expertise as a scientific method. The objects of pedagogical expertise are conditionally divided into two categories: objects of the first order: the activities of the university, didactic research, the quality of education - these are generalized categories that combine objects of the second order (for example, the quality of education is determined by assessing students’ knowledge, building their professiograms, using pedagogical technologies and methods etc., examinations of objects of the second order can be carried out at the same time. The functions of the examination of the educational process characterize it as an examination of the humanitarian direction and at the same time combine it with other methods of socially oriented and person-centered research. is based on various indicators of the content of the educational activities of the university, summarized in a single matrix: the content of education, educational, developmental and educational goals; analysis of educational situations, methods, means, forms of education and control; accounting for feedback and interdisciplinary links; intellectual development of students; competence of teachers; innovativeness, multicomponent and professional orientation of education at the university.