Organization of a System for Monitoring Knowledge, Skills, and

Abilities of Students in Russian Language Classes

Akhmedova Mukaddas, Khosilova Farida and Yuldasheva Pharogat

Mirzo Ulugbek National University of Uzbekista, Uzbekistan

Keywords: Abilities, Organization, Monitoring, Knowledge, Skills.

Abstract: In the modern educational sphere, the quality of education is measured not only and not so much by

knowledge, skills, and abilities, but by competencies. This shift reflects the growing recognition that education

should not just impart factual information, but also develop the broader skills and critical thinking abilities

students need to succeed in their personal and professional lives. The functioning of the competence-based

approach in the educational process requires the actualization of competence-based methods for monitoring

student learning. These methods emphasize assessing how well students can apply their knowledge and skills

in real-world contexts. Since the quality of education largely depends on the optimal choice of methods and

means of control and evaluation, it is essential to develop assessment tools that reflect the competencies

students are expected to acquire. These tools should not only measure academic performance but also gauge

how well students can adapt and apply their learning to solve complex problems.

1 INTRODUCTION

Humanity today is undergoing profound changes

associated with the transition from an industrial

society to a post-industrial and information society, in

which the processes of knowledge creation and

dissemination are becoming key. The transition to a

post-industrial society accelerated the processes of

globalization, strengthened the interaction of

countries and cultures, and intensified international

cooperation.

Living in new conditions puts forward increased

demands in the field of foreign language teaching,

primarily to communication interaction, group and

collective cooperation, and tolerance. The

organization of a system for monitoring knowledge,

skills, and abilities of students in Russian language

classes is becoming one of the main indicators of

high-quality foreign language teaching.

The knowledge, skills, and knowledge control

system is an essential component of the educational

process, since receiving feedback is an important

condition for improving efficiency.

ontrol is the ratio of achieved results to planned

learning goals (Team of authors, 2009). That is, the

control of knowledge, skills, and abilities is the result,

result, and assessment of the student's work. At the

same time, it is important to note that the clearly

visible level of knowledge, skills and abilities of

students is a direct evidence of their high quality.

2 ANALYSIS OF SCIENTIFIC

LITERATURE

At the same time, in the modern educational sphere,

the quality of education is measured not only and not

so much by knowledge, skills, skills, as by

competencies. As noted by S.V. Shishov and V.A.

Kalney, "competence helps to establish a connection

between knowledge and the situation" (Shishov &

Kalney, 2000).

Based on the opinions of scientists, I would like

to further define the relationship between related

terms: competence and competence, as well as

consider the didactic possibilities of a competence-

based approach in the field of student learning

control. The competence approach has been updated,

brought to life by the realities of modern life, which

today requires future specialists to have active,

contextual knowledge.

Today, practice-oriented personnel are in

demand. And the nature of the competence approach

is characterized precisely by the shift of emphasis

Mukaddas, A., Farida, K. and Pharogat, Y.

Organization of a System for Monitoring Knowledge, Skills, and Abilities of Students in Russian Language Classes.

DOI: 10.5220/0013424100004654

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 70-73

ISBN: 978-989-758-752-8

from content to results, from knowledge to personal

development. The competence-based approach

correlates with the situation, the problem, and

represents the reflexive formation of a "mental space"

(Klochko, 2005). Today, it is important to provide a

university graduate with a good competitive position

in the modern labor market, for this purpose, in his

university training, the main emphasis must be placed

on the result (competence), which in turn gives

competence and the latter should be based not just on

knowledge, but operational knowledge. Therefore,

today the competence-based approach is optimal and

represents the basis for training specialists.

3 RESEARCH METHODOLOGY

In the scientific and methodological literature,

competence and competence are not differentiated

and are characterized by the following features:

- the complexity of the modern world

encourages a person to be competent in any field of

activity (profession) in order to remain independent

and independent of external circumstances;

- competence is a dynamic education that

develops throughout a person's life when included in

various contexts with both targeted and non–targeted

learning;

- the development of key competencies

determines life success, quality of life, individual and

social progress (Zarygin, 2011; Verbitsky, 2004).

From the above, it should already be clear why

it is necessary to distinguish between competence and

competence, and what content characterizes each of

these concepts. At the same time, I would like to

clearly state my position on this issue due to the fact

that both terms in the scientific literature are

considered ambiguously and interpreted quite widely.

In interpreting these two terms, we adhere to the point

of view of V.A. Zarygina, who, distinguishing

between these two concepts, notes that competence

should be understood as the result of learning,

whereas competence is already competence in action.

At the same time, scientists are allocated such

evaluative parameters as assimilation (knowledge,

skills, abilities) and application (related to the

performance of activities) (Verbitsky, 2004).

In addition, from our point of view, the

second component should be considered as an

integrative category, which, as A.A.Verbitsky

emphasizes, is characterized in this case by such

integrative features and properties as: intersubject,

over-subject, practice orientation, motivation of use,

consistency, cultural conformity, situationality

(Verbitsky, 2004; Chesnokova, 2015; Tabachuk,

2007; Mikheeva & Yakusheva, 2019; Kolesova,

2011; Zimnaya, 2003; Zadorozhnaya, 2004;

Akhmedova & Khosilova, 2021).

Thus, speaking about the specifics of the

competence-based approach to education, it is

important to emphasize that the competence-based

approach does not ultimately deny the need to form a

knowledge base, since the latter mainly represents

competence, but this approach is made specific by its

second component competence, as an integral result

of the educational process on a competence basis. A

review of scientific and pedagogical, scientific and

methodological literature shows that the competence

base is divided into:

a) control functions: educational, diagnostic,

predictive,

developing, orienting and educating;

b) forms of control: individual, group, frontal,

combined;

c) types of control: external control of the teacher

over the activities

of students, mutual control and self-control of

students;

d) types of control: introductory, current,

correction, final;

e) control methods: observation, oral interview,

written control.

4 ANALYSIS AND RESULTS

We would like to focus on the latter, on control

methods that have a competence-based nature in their

characteristics, and on their didactic capabilities. In

addition, the quality of education largely depends on

the optimal choice of methods and means of

monitoring and evaluation. Based on the purpose of

learning control (determining the quality of students'

learning of program material, diagnosing and

correcting their knowledge and skills, fostering a

responsible attitude to academic work, to their future

professional / special activities), as well as the

characteristics of the competence approach, we have

identified the following range of competence-based

control methods, dividing it in turn into two groups:

a) traditional: a conversation between a teacher

and a student, other types

of oral questioning, individual cards, written

control /independent work, etc.;

b) non-traditional (non-standard): test, group

creative work, creative report, cluster, discussion,

quiz, role-playing game, interactive presentation, test,

project method, press conference, portfolio, etc.

Organization of a System for Monitoring Knowledge, Skills, and Abilities of Students in Russian Language Classes

Table 1: the individual level testing

Student's full name

Assignment Assessment-

score

Score for the lesson

1. Individual tasks (tests, advanced

homework).

2. Work with the text of the review.

Highlighting the structural and semantic

parts of the text.

3. The first group work on the text of the

review.

4. The second group work on the text of the

review.

5. Work on test tasks.

Total number of points

In this article, we will consider mainly the

methods of the second group (non-traditional (non-

standard) due to their possession of a greater

"competence nature", because non-traditional (non-

standard) control methods: a) relieve anxiety; b)

increase educational motivation; c) allow you to track

the dynamics of educational success; d) form mobility

in students, a creative approach to solving various

situational, including professionally oriented;

e) optimize the learning process.

As an example, we present the methods of

control of the competence nature used by us at the

final, third lesson on the topic: "Reviewing the text in

the specialty", with 1st year students of the National

University of Uzbekistan. Since the lesson by type

was a lesson of repetition and generalization of new

knowledge on this topic, we actively used the test

method, the method of monitoring the results of group

creative work, various types of reflections, as well as

a score sheet.

So, at the beginning of the lesson, the tests were

used by us as individual level tasks of three degrees

of complexity (respectively, three students of weak,

medium, and strong levels of learning worked with

them) in parallel with a frontal oral express survey on

the topic of the lesson: "Reviewing a literary text".

After completing an individual task, each student

approached the teacher for the answer key and

assessment criteria, counted errors on these keys, if

he made them, and put a score for an individual task

in his assessment sheet; the announcement of the

results of individual work on tests of 1,2,3 levels was

made by the students themselves at the end of the

lesson when summing up its results.

During the entire lesson, including the individual

level testing, we used the following assessment

sheet:The assessment sheet was filled out by the

students themselves sequentially as they completed

the relevant tasks (not all are described in the article)

throughout the lesson, and the results of filling were

also announced by the students themselves at the

control stage in the final part of the lesson so that the

teacher entered these (final) grades in his journal. In

our particular case, when summarizing the lesson, at

its control stage, the slide with the assessment sheet

was additionally projected onto an interactive

whiteboard.

5 CONCLUSION

The above-mentioned competence-based methods of

monitoring students' learning are regularly used by us

in Russian language classes. The choice of such an

approach is explained, first of all, by the fact that it

makes it possible to take into account the stages of

formation and development of a student's

professional speech when developing a methodology,

to adjust his speech depending on its result. Thus, the

application of this approach in teaching involves

solving a number of problems related to the

development of professional foreign language speech

of students.

Thus, the functioning of the competence-

based approach in the educational process also

requires the actualization of competence-based

methods for monitoring student learning, since the

quality of education largely depends on the optimal

choice of methods and means of control and

evaluation. And, as teaching practice shows, the use

of competence-based methods of student learning

control in the educational process contributes to the

improvement of subject and non-subject

competencies and competencies of students.

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

REFERENCES

Akhmedova, M. H., & Khosilova, R. (2021). EPRA

International Journal of Research and Development

(IJRD), 6(5), pp. 83-86. doi: 10.36713/epra2016.

Chesnokova, M. P. (2015). Methods of teaching Russian as

a foreign language: Textbook (132 p.). M.: MADI.

Klochko, V. E. (2005). Self-organization in psychological

systems: Problems of forming the mental space of the

personality (172 p.). Tomsk.

Kolesova, T. V. (2011). Bulletin of the RUDN,

Informatization of Education series, No. 2, pp. 12-17.

Mikheeva, T. B., & Yakusheva, A. A. (2019). In A. Yu.

Nagornova & T. B. Mikheeva (Eds.), Modern

Directions of Development of Higher Education: A

Collective Monograph (pp. 195-204). Ulyanovsk:

Zebra.

Shishov, S. V., & Kalney, V. A. (2000). School: Monitoring

the quality of education (320 p.). M.

Tabachuk, N. P. (2007). Higher Education, No. 9, pp. 121-

124.

Team of authors. (2009). Methods of teaching psychology,

Lecture notes. Textbook (129 p.). M.

Verbitsky, A. A. (2004). Competence approach and theory

of contextual learning: Materials for the fourth meeting

of the methodological seminar, November 16, 2004 (84

p.). Moscow: Research Center for Quality Problems of

Training Specialists.

Zadorozhnaya, A. V. (2004). Formation of professional

competence of future teachers of linguistics in the

conditions of modern university education: Abstract of

the Dissertation for the degree of Candidate of

Pedagogical Sciences (24 p.). Stavropol.

Zarygin, V. A. (2011). Formation of professional

competence in the corporate training system:

Dissertation for the degree of Candidate of Pedagogical

Sciences (231 p.). Moscow.

Organization of a System for Monitoring Knowledge, Skills, and Abilities of Students in Russian Language Classes