Innovations in accreditation as a factor in highlighting the problem of students' retained knowledge

This study investigates the issue of students' retained knowledge within the context of innovations in accreditation procedures, establishing its relevance.
The research aimed to identify theoretical prerequisites and develop practical recommendations for refining pedagogical techniques, forms, and means of instruction to preserve and enhance students' retained knowledge.
The study employed a set of research methods: analysis of regulatory documents and scientific publications, the pedagogical experiment method, empirical data collection methods (pedagogical testing, participant observation, analysis of learning activity products), as well as statistical data processing methods, specifically, quantitative analysis. The study proved that the specific properties of retained knowledge and its growing importance for higher education institutions necessitate adjustments in designing new disciplines to account for associative links with knowledge from previous courses. Two key initiatives were reasoned and experimentally validated: the revival of structural-logical frameworks – both for the entire curriculum (to interlink disciplines) and for individual subjects (to connect topics) – and modification of the constituents and substance of learners' self-study activities, supplemented with tasks to reactivate prior knowledge essential for new topics.
The experiment justified the feasibility of formalizing, through institutional regulations, the number and frequency of extracurricular assessment procedures for a comprehensive evaluation of retained knowledge across multiple disciplines. It also confirmed the need for implementing additional student incentives to enhance their motivation and performance on these diagnostic assessments, thereby providing a holistic approach to addressing the problem.

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