Combination of elements of different educational paradigms as a condition of efficient organization of the monitoring and assessment in a higher school
The article deals with the simultaneous operation of several educational paradigms in the field of the monitoring and assessment activities in a higher school. The importance of the monitoring and assessment in the higher school as an integral part of the specialists' training in higher education is stressed. The author considers the mutually supportive value of the elements of cognitive, informational, competence and personality-oriented educational paradigms for the effective organization of the monitoring and assessment activities in the higher school.