Students’ Activity Increase As Important Task of Foreign Language Teaching Process

2015 ◽  
Vol 4 (2) ◽  
pp. 34-37
Author(s):  
Николаева ◽  
Viktoriya Nikolaeva ◽  
Сенина ◽  
N. Senina
Keyword(s):  
Formative Assessment ◽  
Teaching And Learning ◽  
Development Program ◽  
Assessment Tools ◽  
Learning Assessment ◽  
Activity Increase ◽  
University Of Cambridge ◽  
The Republic ◽  
Faculty Of Education ◽  
Teachers Professional Development

The article focuses on formative assessment; it demonstrates a range of formative assessment tools used by experts in trainers` teaching and learning assessment within levelled courses in the regions of the Republic of Kazakhstan.Authors demonstrate the meaning of new approach to assessment and Expert’s actions in trainers’ preparation for further training teachers within levelled courses of teachers’ professional development program designed by AEO “Nazarbayev intellectual schools” and Faculty of Education, University of Cambridge.

scholarly journals Secondary School Teachers’ Professional Development in Australia and Shanghai: Needs, Support, and Barriers

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110269
Author(s):  
Guangbao Fang ◽  
Philip Wing Keung Chan ◽  
Penelope Kalogeropoulos
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
New Technology ◽  
Development Program ◽  
Future Research ◽  
Information And Communication ◽  
Using Data ◽  
Teachers Professional Development ◽  
Scheduled Time

Using data from the Teaching and Learning International Survey (TALIS; 2013), this article explores teachers’ needs, support, and barriers in their professional development. The research finds that Australian teachers expressed greater needs in information and communication technology (ICT) use and new technology training for teaching, while Shanghai teachers required more assistance to satisfy students’ individual learning and pedagogical competencies. More than 80% of Australian and Shanghai teachers received scheduled time to support their participation in professional development, whereas less than 20% of Australian and Shanghai teachers received monetary or nonmonetary support. In terms of barriers, Australian and Shanghai teachers reported two significant barriers that conflicted with their participation in professional development: “working schedule” and “a lack of incentives to take part.” This article reveals implications of the study in the design of an effective professional development program for Australian and Shanghai teachers and ends with discussing the limitations of the research and future research directions.

scholarly journals THE POTENTIAL OF BIOCHEMISTRY EDUCATION APPS IN THE FORMATIVE ASSESSMENT

2015 ◽  
Vol 13 ◽  
pp. 27
Author(s):  
M. L. Oliveira ◽  
T. Silva ◽  
J. C.V. Garzón ◽  
E. Galembeck
Keyword(s):  
Formative Assessment ◽  
Metabolic Pathways ◽  
Teaching And Learning ◽  
Educational Software ◽  
Relevant Information ◽  
Assessment Tools ◽  
Assessment Process ◽  
Assessment Data ◽  
Effective Feedback ◽  
Process Material

Introduction and objectives: Apps can be designed to provide usage data, and most of them do. These data are usually used to map users interests and to deliver more effective ads that are more likely to result in clicks, and sales. We have applied some of these metrics to understand how can it be used to map students’ behavior and to promote a formative assessment using educational software. The purpose of a formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors and students to improve the teaching and learning process. Thus, this modality aims to help both students and instructors to identify strengths and weaknesses that need to be developed. This study aimed to describe the potential of educational apps in the formative assessment process. Material and Methods: We have implemented assessment tools embedded in three apps (ARMET, The Cell and 3D Class) used to teach: 1) Metabolic Pathways; 2) Scale of the cellular structures, and 3) Concepts from techniques used in a Biochemistry Lab course. The implemented tools allow to verify on what issues there were recurring mistakes, the total number of mistakes presented, which questions they most achieved, how long they took to perform the activity and other relevant information. Results and conclusion: Educational apps can provide transparent and coherent evaluation metrics to enable instructors to systematize more consistent criteria and indicators, reducing the subjectivity of the formative assessment process and the time spent for preparation, tabulation and analysis of assessment data. This approach allows instructors to understand better where students struggle, giving to them a more effective feedback. It also helps instructor to plan interventions to help students to perform better and to achieve the learning objectives.

scholarly journals Using Mobile-based Formative Assessment in ESL/EFL Speaking

2021 ◽  
Vol 9 (1) ◽  
pp. 117
Author(s):  
Mahedi Hasan ◽  
A B M Shafiqul Islam ◽  
Israt Jahan Shuchi
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
Teaching And Learning ◽  
Assessment Tools ◽  
Widespread Application ◽  
Effective Utilization ◽  
Mobile Assisted Language Learning ◽  
Teachers And Students ◽  
Speaking Skill ◽  
Good Number

With the widespread application of smartphones in and outside the classroom, mobile-based teaching and learning is drawing much attention and hence being extensively practised nowadays across the globe. Recently, using smartphones for assessment purposes has been a new phenomenon and the researchers are still examining what processes the use of mobile-based assessment tools may include and what outcomes and challenges they can cause to teachers and students in terms of learning/teaching performance, motivation and attitudes. There have been a good number of research studies on the use of Mobile Assisted Language Learning (MALL) or Mobile Learning (ML) in EFL or ESL classroom but not much literature is known about the mobile-based language assessment, especially mobile-based formative assessment (MBFA). Hence, this study attempts to shed light on MBFA and review the recent literature available on it and its effective utilization in developing ESL/EFL speaking skill. This paper uses a qualitative research method that exclusively uses the relevant secondary references/works available on the topic. The literature revealed that MBFA practices in ESL/EFL speaking classes are effective to a certain extent and some tools and procedures seem to be more effective than others depending on the design principles and strategies used by teachers or app developers.

scholarly journals THE EFFECTIVENESS OF ICT IN TEACHING THE PREFIX PEN-

2020 ◽  
pp. 187-194
Author(s):  
Sanisah Rahim ◽  
Nuraishah Mahmood
Keyword(s):  
Formative Assessment ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Assessment Tools ◽  
Immediate Feedback ◽  
Information And Communication ◽  
The Subject ◽  
Level Of Understanding

This study examines the effectiveness of Information and Communication Technology (ICT) as one of the Formative Assessment tools in the teaching and learning of Malay Language grammar. This study focuses on the level of understanding and understanding of pupils on the lessons learned through the application of Nearpod. The subject involved in this study were 26 students of Primary 4. They are from middle and high progress students. Through Nearpod Application, teachers can monitor and evaluate students' learning-related lessons. Teachers are able to give immediate feedback as students’ responses will be flashed on the projector screen. Peer assessments are also used in this lesson. Through teacher observation, the Nearpod Application was successfully used as one of the Formative Assessment tools. The findings show that 90% of students are able to understand the use of prefix peN- clearly. This application can also arouse students’ interest to learn Malay in a fun environment.

scholarly journals El taller de evaluación de los aprendizajes: compartiendo una experiencia de enseñanza y de aprendizaje / Learning assessment workshop: sharing an experience of teaching and learning

2014 ◽  
Vol 10 (20) ◽  
pp. 25-38
Author(s):  
Sandra Hernández
Keyword(s):  
Formative Assessment ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Assessment ◽  
Educational Model

El taller ofrecido a los profesores de la Pontificia Universidad Madre y Maestra, presenta una propuesta formativa que orienta sobre la manera de ajustar su práctica evaluativa a los requerimientos del Modelo Educativo. El artículo se centra en describir la propuesta formativa, así como las reflexiones y experiencias de los docentes sobre el proceso de aprendizaje que llevan a cabo mientras realizan actividades con el objetivo de integrar la evaluación formativa a su planteamiento didáctico y de elaborar instrumentos adecuados a la misma. Se concluye con los logros, limitaciones, dificultades y retos, tanto de los docentes participantes como del taller.AbstractThe workshop offered to teachers in the Pontificia Universidad Catolica Madre y Maestra, p resents a training proposal that focuses on how to adjust teachers’ assessment to the requirements of PUCMM’s educational model. The article describes the training given and the thoughts and experiences of teachers on the learning process that takes place while performing activities. The aim of the workshop was to integrate formative assessment and its didactic approach to develop appropriate tools. It concludes with the achievements, limitations, difficulties and challenges of participants and the workshop, as well.

scholarly journals Portfolio Based Language Assessment (PBLA) in Language Instruction for Newcomers to Canada (LINC) Programs: Taking Stock of Teachers' Experience

2020 ◽  
Vol 23 (2) ◽  
pp. 168-192
Author(s):  
Nwara Abdulhamid ◽  
Janna Fox
Keyword(s):  
Formative Assessment ◽  
Teaching And Learning ◽  
Language Assessment ◽  
Language Instruction ◽  
Assessment Tools ◽  
Structured Interviews ◽  
Leverage Points ◽  
Support Resources ◽  
Achievement Measures ◽  
Additional Support

This study examined seven Language Instruction for Newcomers to Canada (LINC) teachers’ accounts of current Portfolio Based Language Assessment (PBLA) practices, elicited through semi-structured interviews, in order to explore washback - the effects of PBLA on teaching and learning. Portfolios are primarily useful as formative assessment tools (i.e., informing teaching and learning) (Fox, 2014; Little, 2007); conversely, when used solely as summative tools (i.e., achievement measures), they can result in portfolio prisons, which undermine teaching and learning (Hargreaves et al., 2002). To investigate the washback effect of PBLA, data were qualitatively analyzed, synthesized, and merged in development of recurring themes (Charmaz, 2006). Findings suggest that PBLA may have had washback on both teaching and learning. However, teachers’ individual classroom situations determined the direction and intensity of reported PBLA washback. The study highlights leverage points (Fox, 2004) where interventions (e.g., additional support, resources) might address negative washback. 

scholarly journals Pre-service Teachers’ Teaching Competencies: The Experience of Practising Teaching in Secondary Schools and Teacher Colleges

2013 ◽  
Vol 3 (1) ◽  
Author(s):  
Josta Lameck Nzilano
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Development Program ◽  
Classroom Teaching ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Teaching Competencies ◽  
Teacher Colleges ◽  
Practice Teaching ◽  
Teachers Professional Development

 The purpose of this study was to explore the competences of pre-service teachers from Tanzania’s University of Dar es Salaam during practice teaching in secondary schools and teacher education colleges. The following were the objectives of the study: first to examine the ways pre-service teachers prepared for classroom teaching, and second to assess the effectiveness of pre-service teachers in managing classroom teaching and learning activities. The study involved 30 pre-service teachers and 8 educational officers from secondary schools and teacher colleges. The instruments for data collection were a questionnaire, semi-structured interviews, portfolio reviews, and classroom observations. Results revealed the limited competencies among pre-service teachers in classroom teaching. The study recommended reforms of the pre-service teachers’ professional development program, the improvement of the educational policies, and the cooperation between educational managers from schools, colleges, and the Ministry of Education for quality education. 

scholarly journals Avaliação contínua de aprendizagem e o uso de jogos educativos no ensino de química

ForScience ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. e00920
Author(s):  
Paula Cristina de Paula Caldas ◽  
Venilson Luciano Benigno Fonseca
Keyword(s):  
High School ◽  
High School Students ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
Educational Games ◽  
Online Games ◽  
Learning Assessment ◽  
First Year ◽  
School Students ◽  
The One

Inúmeras são as ferramentas que o professor pode usar no processo de ensino e aprendizagem. Dentre elas, a avaliação formativa, aquela que ocorre ao longo do processo e que tem por finalidade o acompanhamento do desenvolvimento dos alunos, sendo seus resultados um guia para as futuras ações do professor. Este trabalho apresenta os benefícios e as dificuldades da aplicação do Kahoot! Quiz como um modelo de avaliação formativa. Por meio deste jogo, os alunos puderam ser avaliados divertindo-se ao longo do processo, sem que a parte educativa fosse preterida. É uma pesquisa de caráter qualitativo na qual foi feito um estudo de caso com os alunos do primeiro ano do Ensino Médio do IFMG - Campus Congonhas no ano de 2019, na disciplina de Química I. Palavras-chave: Kahoot! Quiz. Avaliação formativa. Jogos didáticos Online. Continuous learning assessment and the use of educational games in chemistry classes: quiz with high school students Abstract The teacher can use countless tools in the teaching and learning processes. Among them, the formative assessment, the one that occurs throughout the process, has the purpose of monitoring the students' development and its result is a guide for the teacher future actions. This research will present the benefits and difficulties of applying Kahoot! Quiz as a formative assessment. Through this game, students could be evaluated and having fun throughout the process, without the educational part being neglected. It is a qualitative research in which a study was conducted with the students of the first year of high school at IFMG-campus Congonhas in 2019, in the Chemistry I discipline. Keywords: Kahoot Quiz. Formative assessment. Educational Online Games.      

scholarly journals MENINGKATKAN KUALITAS PEMBELAJARAN MATEMATIKA SEKOLAH DASAR MELALUI LESSON STUDY

2012 ◽  
Vol 13 (1) ◽  
pp. 56-63 ◽  
Author(s):  
Tatang Herman
Keyword(s):  
Mathematics Teaching ◽  
Lesson Study ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Development Program ◽  
Primary Mathematics ◽  
Private And Public ◽  
Mathematics Teaching And Learning ◽  
Teachers Professional Development

In order to improve the quality of primary mathematics teaching and learning, many efforts had be done by researchers. Otherwise, it is difficult to implement research findings in the schools setting to improve teaching outcomes. This action research attempts to explore the implementation of lesson study in order to improve the quality of teaching and learning mathematics in primary schools. The study was conducted in some private and public primary schools arround Bandung. The study found that lesson study becomes one of the most effective ways to improve the quality of primary mathematics teaching and learning through teachers professional development program. Dalam rangka meningkatkan kualitas matematika dasar pengajaran dan pembelajaran, berbagai upaya telah dilakukan oleh peneliti. Jika tidak, sulit untuk menerapkan hasil penelitian di sekolah pengaturan untuk meningkatkan hasil pengajaran. Penelitian ini mencoba untuk mengeksplorasi pelaksanaan lesson study dalam rangka meningkatkan kualitas pengajaran dan pembelajaran matematika di sekolah dasar. Penelitian ini dilakukan di beberapa SD di seluruh sekolah swasta dan negeri Bandung. Studi ini menemukan bahwa lesson study menjadi salah satu cara yang paling efektif untuk meningkatkan kualitas matematika dasar pengajaran dan pembelajaran melalui program pengembangan profesi guru.  

FAKTOR PENDUKUNG DAN PENGHAMBAT DALAM PROSES PERUBAHAN ORGANISASI PADA POLITEKNIK KESEHATAN KEMENKES PALANGKA RAYA

2017 ◽  
Vol 13 (2) ◽  
pp. 119-128
Author(s):  
Nang Randu Utama
Keyword(s):  
Mental Model ◽  
Teaching And Learning ◽  
Learning Technology ◽  
Teaching Aids ◽  
Inhibiting Factors ◽  
Inhibiting Factor ◽  
Management Perspective ◽  
The Republic ◽  
Technical Guidance

This study aims to obtain a description of the supporting and inhibiting factors in the process of organizational change of education based on management perspective that occurs in the scope of higher health education of the Ministry of Health of the Republic of Indonesia. This study used a qualitative approach by conducting case study at Palangka Raya Health Polytechnic. The research results are as follows: (a) Supporting factor that must be there is the existence of a manual or technical guidance in organizing the organization; (b) Whereas the inhibiting factor is the old habits, the mindset, the mental model is still inhibiting from the organizers and members of the organization; (c) The inhibiting factor is the existence of selfishness of each highly visible party; (d) Inhibitors may also occur if there are still "little kings" and selfishness from each of the former institutions; (e) Other issues that support in this process of change are in terms of facilities and infrastructure, namely the availability of buildings and land; (f) Another inhibiting factor is that in terms of educational qualifications, there are departments that do not meet, for example in the midwifery department there are still many average teachers with Diploma IV education background and non-linear education; (g) Inhibiting factors may also occur if the reason of seniority is always carried around; (h) The inhibiting factor is lack of human resources in using modern health equipment, including the use of teaching aids in accordance with the progress of science and teaching and learning technology.   Penelitian ini bertujuan untuk memperolah gambaran mengenai faktor pendukung dan penghambat dalam proses perubahan organisasi pendidikan yang ditinjau dari perspektif manajemen yang terjadi di lingkup organisasi pendidikan tinggi kesehatan Kementerian Kesehatan Republik Indonesia. Penelitian ini menggunakan pendekatan kualitatif dengan melakukan studi kasus pada institusi Politeknik Kesehatan Kemenkes Palangka Raya. Hasil penelitian adalah sebagai berikut: (a) Faktor pendukung yang harus ada yaitu adanya buku pedoman atau petunjuk teknis dalam penyelenggaraan organisasi; (b) Sedangkan yang menjadi faktor penghambat itu adalah kebiasaan lama, mindset-nya, mental model-nya masih bersifat menghambat dari para pengelola dan anggota organisasi; (c) Faktor penghambat yaitu adanya keegoisan masing-masing pihak yang sangat tampak; (d) Penghambat juga dapat terjadi apabila masih ada “raja-raja kecil” dan keegoisan dari masing-masing institusi yang dulu; (e) Perihal lain yang mendukung dalam proses perubahan ini adalah dari sisi sarana dan prasarana, yaitu tersedianya gedung dan tanah; (f) Faktor penghambat lain yaitu dari sisi kualifikasi pendidikan ternyata ada jurusan yang tidak memenuhi, misalnya di jurusan kebidanan masih banyak rata-rata tenaga pengajar dengan latar pendidikan Diploma IV dan pendidikannya tidak linear; (g) Faktor penghambat juga dapat terjadi apabila alasan senioritas selalu dibawa-bawa; (h) Faktor penghambat yaitu masih kurang kesiapan sumber daya manusia dalam menggunakan alat-alat kesehatan modern termasuk penggunaan alat bantu belajar mengajar yang sesuai dengan kemajuan ilmu pengetahuan dan teknologi pengajaran dan pembelajaran.

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