Methodology of qualimetry indicators of the influence of the human factor on decision-making in educational systems
DOI:
https://doi.org/10.32405/2309-3935-2023-3(90)-27-41Keywords:
participants of the educational process, decision-making, indicators of the influence of the human factor, methods of qualimetryAbstract
The activity of the participants in the educational process is a continuous chain of decisions that are produced and implemented in explicit / implicit forms and under the influence of many different factors of different nature and sources of origin. The definition of “decision-making by a participant in the educational process” is formulated, where the emphasis is not on procedures of a formal and computational nature, but rather on the influence of the human factor, which is an actual scientific and practical task. It is substantiated that taking into account the influence of the human factor on decision-making should be carried out by means of qualimetry and analysis of the main decision-making dominants, levels of harassment, unclear evaluations of indicators and characteristics of the educational process, systems of benefits of its participants, dangerous strategies of behavior, operational thinking and decision-making.
The main decision-making dominants illustrate inclination / reluctance, indifference to risk, characterize the motivation of participants in the educational process to achieve success / prevent failure. They are determined in the process of solving closed didactic decision-making problems.
The level of harassment is the main system-forming factor of the personality of the participant in the educational process, which determines the adequacy of his self-esteem. It is established in the process of solving open didactic decision-making problems.
The dynamics of changes in the main decision-making dominants along with the level of harassment are markers of the emergence of a synergistic effect in learning.
Fuzzy assessments of the indicators and characteristics of the educational process are determined using the Cooper-Harper scale and the “hint matrix” as a model-function of the membership of the terms of the corresponding linguistic variable, which compares the quantitative and qualitative indicators and characteristics of the process.
The multiplicative approach to establishing an integrative assessment of the attitude of the participants of the educational process to the results of the educational process is substantiated.
Preference systems are an ordered set of indicators and characteristics of the educational process that characterize individual and group attitudes towards them and contribute, on the one hand, together with indicators of expressiveness, to solving the multi-criteria task of integrative assessment of the studied didactic objects and phenomena, and on the other – establishing “compromises”.
Dangerous strategies of behavior, operational thinking and decision-making (ignoring, impulsiveness, invulnerability, self-confidence, submissiveness) explain the wrong behavior of participants in the educational process in any problem situation.
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