The latter need to form a motivation to learn, not to facilitate...

The latter need to form a motivation to learn, not to facilitate admission.

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The latter need to form a motivation to learn, not to facilitate admission.

If last year the results of VNO were counted as a final exam and were included in the certificate, this year VNO should be passed only to those who are going to enter universities. To obtain a school certificate, you need to pass only three exams, not in the form of a state final certification, but in the form of a test.

The average score is taken into account again

This year, the average score of the high school diploma will again be taken into account. Last year, universities were only advised to take into account the average score of the certificate when choosing between entrants who scored an equal number of points at the VNO. This year it will be added to the other points. The Ministry of Education even issued a special order on how to calculate the average score. It is calculated as the arithmetic mean of all grades included in the certificate and grades of final exams. The resulting number is rounded to tenths.

It’s not too late to change your mind

Applicants who have registered for the passage will be able to change their application for subjects until the end of registration. That is, if, say, the entrant intended to pass VNO on chemistry, and then decided to choose biology (or to hand over it in addition), it will be possible to address in registration point and to make changes (additions) to the application.

There will be fewer test points

The exact number has not been named yet – it will depend on the number of applications submitted. But compared to last year, the points will clearly be less. And to accommodate all those wishing to take the test, exams in compulsory subjects – language, literature and history or mathematics – will be held not in one day, as before, but 2-3 days in a row. By the way, Kiev entrants will be sent to testing points not at the place of residence. Where exactly to hand over VNO to the concrete person – the computer will define. And each subject the graduate can hand over in other place.

The maximum number of tests that an entrant can take this year is 5.

It is necessary to fill in tests in Ukrainian. To facilitate the task, those who graduated from schools "in the language of national minorities" are promised dictionaries during the testing.

Estimates will be sent over the Internet

There will definitely be no problems with submitting copies instead of the VNO originals this year. The Ukrainian Center for Knowledge Quality Assessment intends to send the results of VNO by e-mail to the universities indicated by the subjects.

In addition, as in the previous year, the results of the VNO will be posted on the individual pages of applicants protected by a personal access code.

Beneficiaries and priorities "streamlined"

The number of categories of "priority", "beneficiaries" or "targets" has not decreased. But universities were allowed to limit the number of places for them. After all, last year prestigious universities complained that they could not accept even all the beneficiaries, not to mention the excellent students of VNO and talented students. The maximum number of places for certain categories of beneficiaries is specified in the Rules of Admission for this year. Thus, the target admission should not exceed 25% of budget places (with some exceptions), medalists and winners of the Olympics on special terms will accept no more than 40% (in some specialties – up to 75%). The Ministry of Education explained who has the preemptive right to enroll under other things being equal (the list is in the rules of admission of each university). The ranking list is formed as follows: "out-of-competition" recommended for enrollment based on the results of the interview, then – excellent students and, finally, "competitors". The rating of each of the categories is sorted by competition score. Applicants for the target reception are enrolled without any rating.

Chronology of admission

May 11-18 Final exams at school:

Ukrainian language (exposition) – May 11; history of Ukraine or mathematics – May 14; one subject of the student’s choice – the date is determined by the school.

June 2-23 VNO:

June 2-4 – Ukrainian language and literature June 7 – foreign languages ​​June 9 – biology June 11 – geography June 14-15 – mathematics June 17-18 – history of Ukraine June 21 – chemistry June 23 – physics

July 14 Distribution of VNO results

July 15-31 Submission of documents to universities *

August 1 Deadline for publishing the rating

August 10 Deadline for announcement of lists

August 10–25 Enrollment in a paid form of education

* For military universities and universities of I-II levels of accreditation, the schedule is different

Author: Alexandra Romanyuk

Newspaper in Kiev 01.03.2010

Igor Likarchuk, Director of the Ukrainian Center for Educational Quality Assessment, Myths and Realities of External Independent Evaluation

Myths and realities of external evaluation

A few days ago, returning from a visit, he took a taxi. The driver was talkative, like most of his colleagues. He talked about the streets of Kiev, gasoline prices, ungrateful passengers and even how he bought a car in which we were comfortably accommodated. It turned out that our taxi driver bought the car for the money he had saved for seven years for his son to enter one of the prestigious Kiev universities. But the money saved was not needed. The son, after passing an external evaluation, was enrolled as a student of the budget form of education at the Faculty of Law.

The author, having headed the Ukrainian Center for Educational Quality Assessment for the last three years, has heard a great many such stories. There are also a huge number of written appeals from students and their parents thanking them for the opportunity to get a higher education without paying a penny for university admission. But over the same three years, a large number of "friends" were born, diligently watering the system of external evaluation, spreading myths around it, which were then widely used by individual politicians to satisfy their own or customary political ambitions. On the eve of the new testing session, which will take place in June 2010, we decided to respond to our opponents.

So the first myth. It is about the fact that the system of external assessment does not allow higher education institutions to select "their" students. As a rule, "their" (in the best sense of the word) are those who, as a result of the relevant work, which is conditionally called career guidance, "chose" to study in a particular university. This myth is especially loved in universities, where there are serious problems with the competitive situation. In other words, in universities where the applicant is in no hurry to enter, where there are so-called non-prestigious specialties or too low a level of education.

To better understand the falsity of this myth, let’s take a brief look at the past. As is known, prior to the introduction of external assessment, higher education institutions, which feel a certain tension in connection with the formation of student contingents, have created a network of organized forms of preparation of future applicants for admission to these institutions. These were, first of all, preparatory courses, special faculties, as well as individual lyceums, gymnasiums, classes, which concluded relevant agreements with higher education institutions and added to their name the phrase "at … the university." The main purpose of creating such forms of training was to select young people to study at a particular university. In fact, it’s a good idea. And at a time when it was necessary to have not so much knowledge as money or connections to enter universities, such a model worked. After all, future students were lured to such courses, guaranteeing them admission … without any problems, almost automatically, based on the grades obtained during the final exams. Therefore, listeners or students already knew that they would become students without much effort. And the heads of universities, frankly, did not have to make much effort to conduct the admission campaign.

The introduction of external evaluation has dramatically changed the situation. Courses, lyceums, gymnasiums at universities have been preserved. But their students and students began to apply not to the university that "professionally selected" them, but to another. Why? Yes, because, in fact, there was no professional selection and real career guidance. Simplified conditions of the game for those who could pay money for this "professional selection" dominated. And when the conditions became the same for everyone, the main players changed their behavior. It was then that some university leaders began to talk about the loss of the opportunity to "select" their students. That’s how the myth appeared. However, its authors have forgotten at least a few things. First, the external evaluation system did not prohibit (or abolish) career guidance. Secondly, the specialties offered by universities, the opportunity to study at a particular university should attract future students. The latter need to form a motivation to learn, not to facilitate admission. After all, it has long been known that a good specialist will not come out of someone who accidentally became a student. Therefore, obviously, it will be right if the student will consciously choose a higher education institution. And for this, universities must deal with issues of career guidance and professional selection purposefully, involving the latest technologies, marketing services, etc. As their foreign colleagues do. Then there will be no situation when powerful and well-known universities will accept entrants who during the external assessment in the main profile subject showed a result below 160 points. Unfortunately, the majority of such higher education institutions in Ukraine today.

Myth two. External evaluation does not reveal the abilities of applicants, but only focuses on the reproduction of knowledge. As a result, universities enroll poorly prepared students who are not ready for active learning.

At first glance, the authors of this myth are not wrong, because the purpose of external assessment is not to identify the abilities of future students. Therefore, they are offered a test that reflects their learning achievements, rather than a test to identify intelligence or learning abilities. Accordingly, the procedure itself is called "external assessment of academic achievement." But even during the traditional introductory campaign, the ability to learn, the ability to think or the intellect were not determined.