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Algorithm for Organizing and Evaluating Project-Based Learning as a Tool to Increase the Objectivity and Informativeness of Evaluation
Abstract
This chapter presents a unified algorithmic approach to the organization of project-based learning and objective quantitative assessment of students' data-driven project work. The algorithm is implemented using the basic provisions of qualitology and multistage assessment. The application of the algorithm allows formatting assessment, providing students with feedback at each stage of project work, thus increasing the effectiveness of learning. Methodological bases of the evaluation algorithm: from the position of the general methodology and tactics of project work construction - process approach and “plan-do-check-act” cycle (PDCA, Deming-Schuchart cycle); from the position of criteria for selecting and determining the complexity of tasks - modern interpretation of the Zone of Proximal Development hypothesis by L.S. Vygotsky; from the position of the tactics of psychological and pedagogical supervision of the student - Phenomenological approach of existential pedagogy.
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