Assessment and Receiving of Credits in the Course of the Bachelor’s Training in International Relations in the Universities of Canada
The research paper presents a thorough study of regulatory and assessing components of the learning process in the context of professional training in the Canadian systems of higher education. The main subject of the research is oriented towards the study of the undergraduate programs for professional training of the future specialists in the field of International Relations and to the analysis of the grading policies and scales, which are used within the Bachelor’s degree requirements in the universities of Canada. The subject of the article also covers the theoretical investigation of the credit systems functioning in the Canadian systems of higher education as well as the process of receiving credits by students. Furthermore, the paper turns to defining and interpreting the main and basic terms used in the Canadian universities to designate the notion of academic course credits. Predominantly, the methodological framework comprises theoretical methods of information processing, logical synthesis, analysis of the received data, and generalization of the outcomes. In the course of the investigation, theoretical studies of the scientific resources as well as numerous program documents of Canadian universities establishing norms, strategies and policies regulating the assessment process of students’ academic achievements were effectively conducted. The article provides the overview of the functioning grading scales, policies and principles of fair students’ assessment, which represent an indispensable part of any undergraduate academic calendar and are essential for successful achievement of the program’s objectives and goals. It reviews the grading policies and credit systems of major universities providing academic undergraduate programs for International Relations field. The general, convergent, and divergent peculiarities of the structure and application of grading of the students’ academic achievements commonly used by the leading universities in different provinces and territories of Canada were investigated. The topicality of the subject of this research cannot be overestimated as the study of the successful experience of the effective students’ assessment implemented in the systems of higher education in Canada is a valuable source for the future scientific researches for the sake of acquiring the necessary information to create more favorable conditions for the harmonious development in the sphere of higher education in Ukraine and to bring positive changes in it. The results of this theoretical investigation lay a solid foundation for further research in the field of professional training of future specialists in International Relations in the Canadian universities. Consequently, the prospects of future investigations were outlined in the article, namely the study of the development and assessment of learning outcomes at the universities and the peculiarities of the systems of credit transfer in Canada.
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