SPECIFIC FEATURES OF STATE FINAL ASSESSMENT OF GRADUATES MAJORING IN VOCATIONAL TRAINING

The study is based on the analysis of the structure of the content of biprofessional training of vocational training teachers and training in monoprofessional programs, as well as a comparative analysis of the State fi nal assessment practice. The paper provides the grounds for a model for diagnosing students’ learning outcomes at the fi nal stage of university training during the State assessment. The latter, as a rule, includes the State exam, as well as the preparation and public defense of graduation qualifi cation project. While developing this approach, the authors took into account specifi c features of the content of the graduates’
training within “Vocational Training (sectoral)” major, which differs signifi cantly from the teacher training in individual academic subjects, as well as the multifunctional nature of their future professional activities. The authors have analyzed various options for the implementation of vocational teacher training including two-stage training on the basis of sectoral basic education and training in a monospecialty form and possible ways of implementing the State fi nal assessment with the revealed advantages and disadvantages of both forms. Based on the conducted analysis they suggest a generalized complex diagnostic model, in which the content of assessment tests should correlate isomorphically with sectoral and pedagogical components of the training content. These components should be adequately refl ected in both the State exam and the graduation qualifi cation project. The proposed model provides for the most diversifi ed and most complete verifi cation of the whole range of content elements of biprofessional training of future vocational teachers and the assessment of the graduates’ competencies for their ability and readiness to perform their professional functions.