Abstract
High rates in evolution of teaching programs forces us to develop new impartial assessments quality criteria for the new and existing programs.
Existing methods of approach to developing such factors and quality evaluation criteria are analyzed in the article.
Having come to the conclusion that the vast amount of diverse tools cannot be structured into a one universal system of the factors there appear to be sufficient reasons for evaluating the tools with the didactic factors.
The system of those factors is brought forward.References
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