Diagnostics of residual knowledge of cadets of emercom of Russia: methodology for formation of the assessment fund

Abstract

In the system of departmental training of specialists for the Russian Ministry of Emergency Situations ensuring a high and stable level of residual knowledge in fundamental natural science disciplines, including chemistry and materials science, is critically important for maintaining professional readiness. Existing control methods are often fragmented and do not allow for system diagnostics. In this regard, the development of a scientifically based methodology for the formation of a fund of assessment tools for the diagnosis of residual knowledge is of particular importance. The aim of this study was to develop a scientifically sound methodology for creating a specialized assessment toolkit aimed at comprehensively assessing the residual knowledge of cadets at the Russian Emergencies Ministry's (EMERCOM) University in chemical and materials science disciplines. The proposed methodology is based on the principles of professional contextuality, systematicity, criterion-based objectivity, and level-based differentiation. The author's methodology for creating a pool of assessment tools includes a structural and functional model and stages of its implementation. The model comprises target, content, procedural-technological, and assessment-result blocks. The substantive core of the methodology is a representative bank of test tasks of three difficulty levels, based on the professional context of an EMERCOM employee's work. The developed pool of assessment tools is an algorithmic tool that enables faculty in natural science departments to move from episodic monitoring to systematic monitoring of student training quality.