Monitoring and Estimation of Educational Reachings of Students in Conditions of a Modular Rating System of Learning

摘要

This article is devoted to some theoretical problems of pedagogical control in higher educational establishments. Comparative analysis of traditional and module system of control and evaluation of educational progress of students are realized, the attitude of students to the forms and methods of pedagogical control is summarized. The system liquidates the preconvinced approach to an estimation of knowledge of students. It is an effective means of encouragement to educational cognitive activity and increases the responsibility of the student for outcomes of learning.