koz"Вестник Северо-Казахстанского университета имени Манаша Козыбаева"Bulletin of Manash Kozybayev North Kazakhstan University2958-003X2958-0048М. Қозыбаев атындағы СҚУ10.54596/2958-0048-2026-1-105-114koz-1968Research ArticleПЕДАГОГИЧЕСКИЕ НАУКИPEDAGOGICAL SCIENCESМЕЖДИСЦИПЛИНАРНОЕ ОЦЕНИВАНИЕ КОМПЕТЕНТНОСТИ ОБУЧАЮЩИХСЯ ПО ТЕХНИЧЕСКИМ ДИСЦИПЛИНАМINTERDISCIPLINARY ASSESSMENT OF STUDENT COMPETENCE IN TECHNICAL DISCIPLINEShttps://orcid.org/0000-0002-9107-2119КухаренкоЕ. В.KukharenkoY. V.

Петропавловск

Candidate of Technical Sciences, Associate Professor of the Department of Information and Communication Technologies

Petrolpavlovsk

geny@ku.edu.kzКуликовВ. П.KulikovV. P.

Петропавловск

Candidate of of Physical and Mathematical Sciences, Professor of the Department ofInformation and Communication Technologies

Petrolpavlovsk

qwertyrant@ku.edu.kzКуликоваВ. П.KulikovaV. P.

Петропавловск

Candidate of Technical Sciences, Professor of the Department o f Information and Communication Technologies

Petrolpavlovsk

valentina@ku.edu.kzНАО «Северо-Казахстанский университет имени Манаша Козыбаева»КазахстанManash Kozybayev North Kazakhstan University NPLCKazakhstan20260804202601 (69)105114Copyright © Кухаренко Е.В., Куликов В.П., Куликова В.П., 20262026Кухаренко Е.В., Куликов В.П., Куликова В.П.Kukharenko Y.V., Kulikov V.P., Kulikova V.P.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vestnik.ku.edu.kz/jour/article/view/1968

Цель исследования - разработка и апробация триангуляционной модели педагогического оценивания, интегрирующей экспертную оценку преподавателя, самооценку и взаимное оценивание обучающихся в малых группах. Методологическая основа исследования включает компетентностный, деятельностный и конструктивистский подходы, а также методы педагогического моделирования, экспертного оценивания, самооценки и количественного анализа результатов учебной деятельности. Результаты исследования показывают повышение диагностической точности и надежности оценивания, возможность выявления индивидуального вклада обучающихся в коллективную проектную деятельность, развитие рефлексивных умений и навыков саморегуляции. Разработанная модель рассматривается как инструмент управления образовательным процессом в условиях междисциплинарного обучения.

The article addresses the problem of pedagogical assessment of learning outcomes in interdisciplinary education of students in technical fields within the framework of the competency-based approach. It is shown that traditional discipline-based assessment systems do not provide sufficient informativeness and reliability when evaluating professional competencies manifested in collective project activities and the integration of knowledge from different subject areas. The need for developing pedagogical models of comprehensive assessment of educational outcomes is substantiated.The purpose of the study is to develop and pilot a triangulation-based model of pedagogical assessment integrating the instructor’s expert evaluation, self-assessment, and peer assessment of students working in small groups. The methodological framework of the research is based on the competency-based, activity-oriented, and constructivist approaches, as well as methods of pedagogical modeling, expert assessment, self-assessment, and quantitative analysis of learning outcomes.The results demonstrate an increase in the diagnostic accuracy and reliability of assessment, the possibility of identifying individual contributions of students to collective project work, and the development of reflective skills and self-regulation abilities. The proposed model is considered as a tool for managing the educational process in interdisciplinary learning environments.

педагогическое оцениваниемеждисциплинарное обучениекомпетентностный подходтриангуляция оцениванияпроектная деятельностьгрупповая работапедагогическое моделированиеpedagogical assessmentinterdisciplinary learningcompetency-based approachassessment triangulationproject-based learninggroup workpedagogical modelingReferencesЗеер Э. Ф. Компетентностный подход к образованию // Образование и наука. 2005. № 3.I. Zeer, E. F. (2005). Kompetentnostnyy podkhod k obrazovaniyu [Competence-based approach to education]. Obrazovanie i nauka, (3).Хуторской А. В. Ключевые компетенции как компонент личностно ориентированного образования // Народное образование. 2003. № 2.Khutorskoy, A. V. (2003). Klyuchevye kompetentsii kak komponent lichnostno orientirovannogo obrazovaniya [Key competencies as a component of personality-oriented education]. Narodnoe obrazovanie, (2).Полат Е. С. Метод проектов в современном образовании // Педагогика. 2000. № 10.Polat, E. S. (2000). Metod proektov v sovremennom obrazovanii [Project-based learning in modern education]. Pedagogika, (10).Assessment of the perceived mastery of interdisciplinary competences of students in education degree programmes // Education Sciences. 2024. Vol. 14, No. 2. Article 144. DOI: https://doi.org/10.3390/educsci14020144.Assessment of the perceived mastery of interdisciplinary competences of students in education degree programmes. (2024). Education Sciences, 14(2), 144. https://doi.org/10.3390/educsci14020144Laursen B. K., Motzer N., Anderson K. J. Pathways for assessing interdisciplinarity: A systematic review // Research Evaluation. 2022. Vol. 31, No. 3. P. 326-343. DOI: https://doi.org/10.1093/reseval/rvac013.Laursen, B. K., Motzer, N., & Anderson, K. J. (2022). Pathways for assessing interdisciplinarity: A systematic review. Research Evaluation, 31(3), 326-343. https://doi.org/10.1093/reseval/rvac013Rana K., Aitken S. J., Chimoriya R. Interdisciplinary approaches in doctoral and higher research education: An integrative scoping review // Education Sciences. 2025. Vol. 15, No. 1. Article 72. DOI: https://doi.org/10.3390/educsci15010072.Rana, K., Aitken, S. J., & Chimoriya, R. (2025). Interdisciplinary approaches in doctoral and higher research education: An integrative scoping review. Education Sciences, 15(1), 72. https://doi.org/10.3390/educsci15010072Ильина Н. И., Ульяшин Н. И. Моделирование образовательной среды на основе практико ориентированных педагогических технологий // Педагогический журнал Башкортостана. 2024. № 1(103). С. 93-105.Ilyina, N. I., & Ulyashin, N. I. (2024). Modelirovanie obrazovatelnoy sredy na osnove praktikoorientirovannykh pedagogicheskikh tekhnologiy. Pedagogicheskiy zhurnal Bashkortostana, 1(103), 93­ 105.Black P., Wiliam D. Assessment and classroom learning // Assessment in Education. 1998. Vol. 5, No. 1. P. 7-74. DOI: https://doi.org/10.1080/0969595980050102.Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7­ 74. https://doi.org/10.1080/0969595980050102Nicol D., Macfarlane-Dick D. Formative assessment and self-regulated learning: A model and seven principles of good feedback practice // Studies in Higher Education. 2006. Vol. 31, No. 2. P. 199-218. DOI: https://doi.org/10.1080/03075070600572090.Nicol, D., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles o f good feedback practice. Studies in Higher Education, 31(2), 199-218. https://doi.org/10.1080/03075070600572090Panadero E., Jonsson A. The use of scoring rubrics for formative assessment purposes revisited: A review // Educational Research Review. 2013. Vol. 9. P. 129-144. DOI: https ://doi. org/10.1016/j. edurev.2013.01.002.Panadero, E., & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9, 129-144. https ://doi.org/10.1016/j.edurev.2013.01.002Chandra P., Hitchcock S., Seno-Alday S. Assessment style in interdisciplinary education: Challenges in creating equitable assessment opportunities // Studies in Higher Education. 2025. Vol. 50, No. 3. P. 525­ 536. DOI: https://doi.org/10.1080/03075079.2024.2345187.Chandra, P., Hitchcock, S., & Seno-Alday, S. (2025). Assessment style in interdisciplinary education: Challenges in creating equitable assessment opportunities. Studies in Higher Education, 50(3), 525-536. https://doi.org/10.1080/03075079.2024.2345187Сериков В. В. Личностно ориентированное образование. М.: Логос, 1999.Serikov, V. V. (1999). Lichnostno orientirovannoe obrazovanie. Logos.Vivek R., Nanthagopan Y., Piriyatharshan S. Beyond methods: Theoretical underpinnings of triangulation in qualitative and multi-method studies // sEeU Review. 2023. Vol. 18, No. 2. P. 105-122. DOI: https://doi.org/10.2478/seeur-2023-0088.Vivek, R., Nanthagopan, Y., & Piriyatharshan, S. (2023). Beyond methods: Theoretical underpinnings of triangulation in qualitative and multi-method studies. SEEU Review, 18(2), 105-122. https://doi.org/10.2478/seeur-2023-0088Carter N., Bryant-Lukosius D., DiCenso A., Blythe J., Neville A. J. The use of triangulation in qualitative research // Oncology Nursing Forum. 2014. Vol. 41, No. 5. P. 545-547. DOI: https://doi.org/10.1188/14.ONF.545-547.Carter, N., Bryant-Lukosius, D., DiCenso, A., Blythe, J., & Neville, A. J. (2014). The use of triangulation in qualitative research. Oncology Nursing Forum, 41(5), 545-547. https://doi.org/10.1188/14.ONF.545-547Беспалько В. П. Слагаемые педагогической технологии. М.: Педагогика, 1989.Bespalko, V. P. (1989). Slagaemye pedagogicheskoy tekhnologii. Pedagogika.Peer assessment in interdisciplinary learning: Measuring reliability and engaging critical thinking // Thinking Skills and Creativity. 2025. Vol. 58. Article 101950. DOI: https://doi.org/10.1016/i.tsc.2025.10195Q.Peer assessment in interdisciplinary learning: Measuring reliability and engaging critical thinking. (2025). Thinking Skills and Creativity, 58, 101950. https://doi.org/10.1016/i.tsc.2025.101950Jarvela S., Kirschner P. A., Panadero E., Malmberg J., Phielix C., Jaspers J., Koivuniemi M., Jarvenoja H. Enhancing socially shared regulation in collaborative learning groups: Designing for CSCL regulation tools // Educational Technology Research and Development. 2015. Vol. 63, No. 1. P. 125-142. DOI: https://doi.org/10.1007/s11423-014-9358-1.Jarvela, S., Kirschner, P. A., Panadero, E., Malmberg, J., Phielix, C., Jaspers, J., Koivuniemi, M., & Jarvenoja, H. (2015). Enhancing socially shared regulation in collaborative learning groups: Designing for 114 CSCL regulation tools. Educational Technology Research and Development, 63(1), 125-142. https://doi.org/10.1007/s11423-014-9358-1An interdisciplinary assessment of information literacy instruction // Journal of Academic Librarianship. 2024. Vol. 50, No. 5. Article 102944. DOI: https://doi.org/10.1016/i.acalib.2024.102944An interdisciplinary assessment of information literacy instruction. (2024). Journal o f Academic Librarianship, 50(5), 102944. https://doi.org/10.1016/i.acalib.2024.102944 https://www.x-mol.com/paper/1833275610824421376

The authors declare that there are no conflicts of interest present.