PEDAGOGICAL MECHANISMS FOR DEVELOPING PRACTICAL COMPETENCE IN PHYSICS EDUCATION THROUGH OUTCOME-ORIENTED COMPETENCY-BASED ASSESSMENT

Abstract

This article substantiates the pedagogical mechanisms for developing students’ practical competence in physics education through outcome-oriented competency-based assessment. The central argument is that assessment in a technical university should not be reduced to the registration of final marks or the reproduction of theoretical definitions. It should function as a developmental pedagogical system that connects learning outcomes, professional content, student activity, authentic tasks, criteria, evidence, feedback, feedforward and reflective self-regulation. The article interprets practical competence as an integrative quality that includes conceptual understanding, experimental reasoning, mathematical modelling, technological interpretation, evidence-based decision-making and reflective responsibility. In physics education, such competence becomes visible when a student can transfer a physical law to a professional-practical situation, transform a technical problem into a physical model, collect and interpret experimental data, justify a solution and critically evaluate the reliability of the obtained result. The paper proposes a model of outcome-oriented competency-based assessment, a criterion-indicator matrix, a methodological algorithm for designing physics lessons and a set of pedagogical mechanisms aimed at aligning the goal, content, activity and assessment of the learning process. Special attention is paid to authentic engineering-oriented tasks, rubrics, formative feedback, feedforward, peer interaction, self-assessment and digital monitoring tools. The suggested approach contributes to the improvement of physics teaching in technical higher education by shifting the focus from knowledge reproduction to the demonstrable ability to apply knowledge in meaningful professional contexts.