Studijų, grindžiamų skirtingomis edukacinėmis paradigmomis, kokybės vertinimo parametrai

LTStraipsnyje keliami probleminiai klausimai: kokios charakteristikos leidžia identifikuoti studijas grindžiančią edukacinę paradigmą? Kokie yra studijų kokybės, sąlygos edukacinės paradigmos pasirinkimo, vertinimo parametrai? Kokia turi būti pasirinkta studijų programos kokybės vertinimo prieiga, kad vertinimo rezultatai užtikrintų prasmingą studijų programos kokybės gerinimo procesą? Straipsnio tikslas – nustatyti studijų, grindžiamų skirtingomis edukacinėmis paradigmomis, kokybės vertinimo parametrus. Tikslui pasiekti sprendžiami šie uždaviniai: charakterizuoti studijas, grindžiamas skirtingomis edukacinėmis paradigmomis; nustatyti jų kokybės vertinimo pagrindinius parametrus; pagrįsti, grindžiamų skirtingomis edukacinėmis paradigmomis studijų vertinimo strategiją. Straipsnyje vadovaujamasi konceptualią nuostata, kad edukacinės paradigmos sąlygotą studijų kokybę rezultatyviai vertinti galima taikant reaguojančio konstruktyvaus vertinimo prieigą. [Iš leidinio]Reikšminiai žodžiai: Edukacinė paradigma; Studijų kokybė; Studijų kokybės reaguojančio vertinimo parametrai; Studijų kokybės vertinimo parametrai; Educational paradigm; Parameters of responsive evaluation of quality in higher education; Parametrs of response evaluation of quality ion higher education; Quality in higher education.

ENArticle deals with the following problem-based questions: what characteristics identify the educational paradigm underlying studies? Which study programme quality assessment approach can be selected for the assessment of results to ensure the meaningful process of the improvement of quality in a study programme? What are the parameters of the assessment of the quality of studies, which is driven by choice of an educational paradigm? The aim of the article is to identify the parameters of the assessment of quality in higher education, which are based on different educational paradigms, in the context of responsive constructivist evaluation. To achieve the aim, the following objectives were set: to characterise the studies based on different educational paradigms; to substantiate the strategy for assessment of studies based on different educational paradigms; to identify the main parameters of assessment of quality in higher education. The article follows a conceptual attitude that the productive assessment of quality in higher education, which is driven by an educational paradigm, is possible through the application of responsive constructivist evaluation. The first part of the article finds that core differences between teaching- and learning-based studies are related to the following characteristics: setting of aims for the curriculum, methods applied at studies, lecturer and student roles, and an evaluation system. The studies of a learning paradigm are student-centred, aims for the curriculum are set by taking into consideration the needs of a student, study and evaluation methods supporting the activeness of a learner are applied. The second part of the article is dedicated to the Responsive Constructivist Evaluation Strategy and proves its suitability for the assessment of quality in higher education in the course of the transformation of educational paradigm.The application of such assessment empowers the evaluators and evaluatees not only to objective activities of evaluation, but also to the process of mutual learning, which supports and encourages the transition from teaching to learning in higher education. The third part of the article substantiates the criteria for assessment of quality in higher education in the context of the transformation of the educational paradigm, which is in tune with the characteristics of different educational paradigms. These criteria encompass the common criteria of quality in higher education as well as the study programme and its realization in the context of each paradigm. [From the publication]