PREREQUISITES FOR FORMATION AND PERIODIZATION OF STUDENTS’ ACADEMIC ACHIEVEMENTS MONITORING IN THE MARITIME EDUCATIONAL INSTITUTIONS IN UKRAINE (THE SECOND HALF OF THE XX – THE BEGINNING OF THE XXI CENTURIES)

Abstract

In the article the main periods of formation and development of students’ academic achievements monitoring in the maritime educational institutions in Ukraine (the second half of the XX – the beginning of the XXI centuries) are highlighted.
Orders, reports, minutes of methodological associations’ meetings and pedagogical meetings and other documents, the content of which is related to the educational activities of maritime educational institutions in general and monitoring of students’ academic achievements, are analysed. The analysis of the historical literature showed that formation and development of cadets’ academic achievements monitoring of maritime educational institutions is divided into four stages. The preconditions of formation of cadets’ academic achievements monitoring are characterised.
For the first time, students’ academic achievements monitoring of maritime educational institutions began to be practically organised and carried out in the early 1940s in connection with the introduction of pedagogical innovations, which were laid down in the 1930s. Formation and development of students’ academic achievements monitoring of maritime educational institutions is divided into three periods: 1944 - 1958 of the twentieth century, which is characterised by the first attempts to monitor students’ academic achievements of maritime educational institutions; 1959 - 1984 of the twentieth century, which is marked by new forms and methods of cadets’ academic achievements monitoring; 1985 - 2014 of the twentieth century, which is characterised by the flourishing and spread of the relevance of monitoring academic achievements in maritime institutions.
Reasons for the subjectivism of the scoring system are identified, historiographical publications are analysed, which linked subjectivism not with the lack of standardised tools of control, but with the ambiguity of the description of learning objectives and requirements for the levels of knowledge acquisition.
The analysed orders on educational activities of maritime educational institutions of Ukraine showed that tests were used to monitor cadets’ academic achievements in the outlined maritime educational institutions.