scholarly journals Self-assessed attitudes of adolescents towards learning

2021 ◽  
Vol 1 (1) ◽  
pp. 53-66
Author(s):  
Viorica Goras-Postica
Keyword(s):  
Organization Culture ◽  
Educational Process ◽  
The Self ◽  
Online Questionnaire ◽  
Self Assessment ◽  
Culture Of Learning ◽  
Essential Aspect ◽  
Teacher Student ◽  
Different Types ◽  
Institutional Process

The article presents the results of a pedagogical study, recently conducted on a group of over 8 thou- sand adolescents on the self-assessment of attitudes towards learning. As technologies have shifted many points of focus in addressing learning as an essential aspect of the educational process, the author intended to analyze the representations of adolescents from the knowledge and information century, administering an online questionnaire consisting of different types of questions. The results revealed diverse and mature perceptions, problems of teacher-student, student-student relations, of the institutional process of organization / culture of learning, but also of its results, as perceived by the main actors of the educational act.

scholarly journals Assessment of Conflict Resolution Training at University

2021 ◽  
Vol 90 ◽  
pp. 02010
Author(s):  
Nadezhda Sivrikova ◽  
Tatyana Ptashko ◽  
Elena Chernikova ◽  
Artem Perebeynos ◽  
Vitaly Kharlanov
Keyword(s):  
Conflict Resolution ◽  
Conflict Management ◽  
The State ◽  
Educational Process ◽  
The Self ◽  
State University ◽  
Self Assessment ◽  
Management Preparation ◽  
The University ◽  
Conflict Resolution Training

The growth of conflicts in a changing world makes conflict resolution competence an important component of entrepreneurial competencies. Higher education should empower students to effectively prevent and resolve conflicts. The problem of assessing the educational process in the field of conflict resolution training and the result of this training is discussed in this article. The authors cite the results of an empirical study, the purpose of which was to determine the needs of students of the State University (Chelyabinsk, Russia) with regards to conflict management preparation. The survey relied on an analysis of the self-assessment of students´ own skills and commitment to the principles of tolerance, an assessment of the educational process, and the need to increase their own conflict management competence. 152 students of the State University took part in the survey, of which 63 were male and 89 female. The Likert scale was used. The results of the study showed that students assess the level of their own conflict resolution competence as high, as do they the educational process at the university. The limitations of the study are discussed at the end of the article.

Improving the Digital Competences of Kindergarten Teachers as a Component of Quality Education

2019 ◽  
Vol 7 (3) ◽  
pp. 43-49
Author(s):  
Akseniya Tileva
Keyword(s):  
Teacher Preparation ◽  
Teacher Training ◽  
Empirical Study ◽  
Kindergarten Teachers ◽  
Educational Process ◽  
The Self ◽  
Quality Education ◽  
Self Assessment ◽  
Digital Resources ◽  
Digital Skills

The article presents the link between improving the pedagogical and digital competences of kindergarten teachers and the provision of quality education in Bulgaria. The results of a conducted empirical study of the self-assessment of the attitudes of kindergarten teachers and preparatory groups in schools for the use of digital resources in the educational process, as well as the analysis of areas for improvement in teacher preparation and qualification are presented. Keywords: digital skills, pedagogical competences, teacher training.

scholarly journals Primary School Pupils’ Self-Assessment: the Attitude of Students, their Parents and Teachers

Pedagogika ◽  
2013 ◽  
Vol 109 (1) ◽  
pp. 127-133
Author(s):  
Renata Tichonova ◽  
Vaiva Schoroškienė
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Primary Education ◽  
Quantitative Research ◽  
Educational Process ◽  
The Self ◽  
Exploratory Research ◽  
Self Assessment ◽  
Assessment Of Learning ◽  
Primary School Pupils

The article deals with the more significant theoretical and practical aspects of primary school pupils’ self-assessment achievements: the concept, the purpose and significance of promoting self-assessment, opportunities of primary school pupils’ self-assessment. The results of the exploratory research are presented: the attitude of primary school pupils, their parents and teachers towards the self-assessment of the pupils of this age. The object of the research – the attitude of primary school pupils, their parents and teachers towards the self-assessment of learning achievements. The aim of the research – to examine the attitude of primary school pupils, their parents and teachers towards the self-assessment of learning achievements. The quantitative research was done in February 2012 at secondary schools: Vilnius Ateities High School, Švenčionys Primary and High Schools aiming to find out the attitude of teachers, students and parents towards the assessment of learning outcomes and self-assessment in primary education. Research instrumentation formed: surveys for teachers, students and their parents. Research scope: 70 surveys for teachers, 70 for students and 70 for students’ parents were formed and distributed. The received reversibility quota reached 100 %. The research showed that the assessment of learning outcomes is important and significant to all members of educational process (students, parents and teachers). Besides, parents feel that they are able to participate in the assessment together with teachers and they want to be considered as their partners. Thus all the above mentioned members / partners of the educational process should be included into the process of the assessment of students’ progress and achievements. The basis of the assessment of learning achievements and progress in primary education is the self-assessment of students. It is an interesting, human and effective way of assessment that allows children to lead their own learning by their selves with responsibility, to be equitable partners of teachers and personally observe their own progress. The main participants of the education (learning) process (pupils, their parents and teachers) acknowledge that primary school pupils are capable to evaluate their learning achievements. Teachers are the most optimistic about the self-assessment of the pupils of this age, meanwhile parents are the most pessimistic. Most of parents and teachers of primary school pupils understand the pupils’ self-assessment as a method of developing pupils’ responsibility for their learning. Parents of primary school pupils much rarely than teachers relate the self-assessment with the education of the pupil as an equal teacher’s partner and with the education of the pupil who is capable to manage his/her learning on his / her own. Only a minority of parents of primary school pupils accept the idea that pupils of this age are capable to manage their learning on their own. The answers of primary school pupils and teachers indicate that primary school pupils are allowed to evaluate themselves, however, students’ self-assessment is now associated with the generalizing assessment. The daily learning is related to teacher’s evaluation rather than students’ self-assessment.

scholarly journals The Use of Portfolio to Assess Students’ Learning Autonomy in Enhancing Their Writing Skill: The Case of MA Madarijul Huda

2021 ◽  
Vol 11 (1) ◽  
pp. 123-129
Author(s):  
Putri Mawiliana
Keyword(s):  
Peer Assessment ◽  
Writing Skills ◽  
Academic Experiences ◽  
The Self ◽  
Self Assessment ◽  
Teacher Student ◽  
Central Java ◽  
High Achieving Students ◽  
Assessment Activity ◽  
Problem Solvers

Abstract___________________________________________________________________This study aims to analyze and explain self- assessment, peer- assessment, and teacher-student conference implementation to enhance the students’ writing skills and explore the effect of the portfolio to explain the development of students' learning autonomy. The subject consisted of the eleventh-grade students of Islamic Senior High School Madarijul Huda in Pati regency, Central Java, Indonesia. Observation, interview, document analysis, and questionnaire were used to collect the data. This study found that the three assessment activities in the portfolio could enhance the students' writing skills. First, the self-assessment reflected the students' learning progress. They were honest in correcting the text and confident in completing the task. Second, the peer- assessment allowed the students to get the new academic experiences from their friends. Besides, the students were encouraged to keep the friendship well, more tolerant, and talkative. Third, the group's teacher-student conference inspired the students to build good teamwork, but passive members hindered the cooperation. Some members sometimes relied on the teacher's explanation. The students had an excellent ability to manage collaboration. Some conclusions can be drawn as follows: a) some high achieving students claimed they were autonomous learner before applying portfolio; b) the self- assessment activity could develop the students’ learning autonomy; c) students categorized as pro-active learners could play as leaders, problem solvers, and negotiators in the classroom  

scholarly journals MEASURING SELF-ASSESSMENT OF STUDENTS’ CREATIVITY AT RIGA TECHNICAL UNIVERSITY

2020 ◽  
Vol 2 ◽  
pp. 87
Author(s):  
Anatoly Maslak ◽  
Nataļja Van Gejeka ◽  
Leonīds Pakrastiņš
Keyword(s):  
Latent Variables ◽  
Latent Variable ◽  
Self Esteem ◽  
Educational Process ◽  
The Self ◽  
Linear Scale ◽  
Self Assessment ◽  
Technical University ◽  
Measuring Tool

The purpose of the study is to measure the creativity of students at Riga Technical University on a linear scale of self-estimation. Self-estimation of students' creativity is assessed on the basis of indicators that are points of the corresponding questionnaire. The novelty of the study is that self-esteem of creativity is considered as a latent variable, which, in the framework of the theory of latent variables, is measured on a linear scale. In the framework of this theory, based on the Rasch model, an analysis of the quality of the questionnaire as a measuring tool is carried out. Three-way analysis of variance showed that the self-estimation of creativity of students of the Architectural faculty is statistically significantly higher than the self-esteem of creativity of students of the Construction faculty. The factors of students’ “gender” and “course” were noted as statistically insignificant. The results of the study should be used to analyse the quality of the educational process. 

scholarly journals Communication Culture as a Matrix for Graduate's “Soft Skills” Development

2020 ◽  
Vol 29 (12) ◽  
pp. 33-44
Author(s):  
N. G. Chevtaeva ◽  
A. S. Nikitina ◽  
A. V. Vishnevskaya
Keyword(s):  
Communication Skills ◽  
Student Behavior ◽  
Soft Skills ◽  
Personal Responsibility ◽  
Behavioral Model ◽  
Educational Process ◽  
Communication Model ◽  
Online Questionnaire ◽  
Teacher Student ◽  
Communication Culture

The article examines the problem of broadcasting the communication culture from the system of education toward the labour market. The authors argue that communication model “teacher - student” acts as a matrix for communication model “employee - employer”. In this regard, such a resource as behavioral features of interaction, the communication culture between teacher and student requires special attention. The authors substantiate the thesis that “teacher - student” behavioral model is being reproduced by graduate in the relationship “employee - employer” and reflects “teacher-centric” communication model in the educational process.The authors have carried out a content analysis of the websites of employers in business structures and government organizations. The results confirm a clearly expressed demand for the communication skills of an employee. At the same time, an expert survey of recruiting specialists who assessed the level of communication skills of graduates majoring in economics and management showed a vivid disparity between free use of digital technologies (digital skills) and poor communication skills (soft skills).An analysis of the online questionnaire survey of teachers and students in the field of economics and management of nine Russian universities revealed barriers to the formation of “soft skills” of future graduates: inability to see the interests of the “Other”, the habit of pointing fingers instead of solving problems, the lack of client-oriented skills as well as willingness to take personal responsibility for the results of work. The authors outline the ways of restructuring the patterns of teacher and student behavior, which require them to adopt an educational paradigm based on a model of equal interaction of all participants (stakeholders) of educational process. This model will foster the development and mastering of “soft skills” of the future graduates.

scholarly journals El PEI COMO SOPORTE IDEOLÓGICO DE LA REVOLUCIÓN EDUCATIVA ECUATORIANA

2018 ◽  
Vol 6 (1) ◽  
pp. 79-87
Author(s):  
Alfonso Efraín Pesantes Martinez
Keyword(s):  
Strategic Planning ◽  
Institutional Development ◽  
The Self ◽  
Educational Services ◽  
Educational Systems ◽  
Institutional Identity ◽  
Self Assessment ◽  
Teacher Student ◽  
Risk Management System ◽  
Upper Level

El presente trabajo tiene el objetivo de construir la propuesta inicial del proyecto educativo institucional a través de la personificación innovadora de los elementos directamente personifícales del PEI. El Proyecto Educativo Institucional, es un documento público de planificación estratégica, que tiene una duración de 4 años y de construcción permanente, parte desde un punto en el tiempo, comienza con la autoevaluación y analiza 5 campos de gestión, la administrativa, pedagógica, convivencia, servicios educativos y sistema integral de gestión de riesgos escolares. Posee tres campos que determina la identidad institucional, la visión, misión e ideario. El problema identificado con muchos estudios, los sistemas educativos están en crisis recurrentes y necesitan transformarse permanentemente, lo hacen desde los niveles centrales, pero existe el documento público relacionante entre el nivel superior y el centro educativo, el PEI, necesita impregnarse con los elementos capaces de transformar la educación. Usando la metodología descriptiva analizamos las características de la visión, misión e ideario de 14 centros educativos, llegamos a concluir que estos se construyen considerando tres enfoques predominantes: interno, externo y el combinado interno-externo. Es una necesidad, la construcción de la visión, misión e ideario con equilibrio pedagógico ubicando y desarrollando, las ideas fuerza para cada uno de los elementos siguientes: docente, estudiante, modelo, valor y el estándar. El resultado de la investigación concluyó con la presentación de la propuesta básica no exhaustiva, para usarse como herramienta para la construcción del PEI como soporte de la revolución, trasformación o innovación de la educativa ecuatoriana. Palabras claves: Proyecto Educativo Institucional, Visión, Misión, Ideario ABSTRACT The Institutional Educational Project, is a public document of strategic planning, which lasts for 4 years and is permanently built, it parts from a point in time, begins with the self-assessment and analyzes 5 fields of management, administrative, pedagogical, coexistence, educational services and comprehensive school risk management system. It has three fields that determine the institutional identity, vision, mission and ideology. The authors identified the problem, for that reason this research was carried out, the educational systems are in recurrent crisis and need to be permanently transformed, this is made from the central levels, but there is a public document relating between the upper level and the educational center, the PEI, which needs to be impregnated with the elements capable of transforming education. The descriptive methodology allowed to analyze the vision, mission and ideology of 14 educational centers, it was concluded that these are built considering three predominant approaches: internal, external and the internal-external combined. And it is necessary, the construction of the vision, mission and ideology with balance locating and developing the ideas strength for each of the following elements: teacher, student, model, value and the standard. This study finishes with the presentation of a non-exhaustive basic proposal, as a tool for the construction of the PEI supporting the Ecuadorian educational revolution. Strategic planning is not exclusive of the educational centers, because through the Pluriannual Plan of Public Policies (PPPP) and the Plan of Institutional Development (PEDI), the institutions of the Level of Higher Education articulate their advances and scopes.

Feedback as a form of control in a technogenic educational environment

2020 ◽  
pp. 44-49
Author(s):  
I. V. Kharlamenko ◽  
V. V. Vonog
Keyword(s):  
Foreign Language ◽  
Peer Assessment ◽  
Educational Environment ◽  
Educational Process ◽  
Mobile Technologies ◽  
Independent Learning ◽  
Bring Your Own Device ◽  
Self Assessment ◽  
Automated Control ◽  
Wide Range

The article is devoted to control and feedback in foreign language teaching in a technogenic environment. The educational process is transformed in terms of the implementation and active use of digital technologies. ICT-rich environment provides new models of interaction between the teacher, students and digital tools. It also enriches the diversity of tasks and expands the range of possible forms of control and feedback. According to the authors, automated evaluation takes place both in out-of-classroom activities and directly in the classroom using Bring Your Own Device technology (BYOD). Automated control contributes to the intensity of the educational process. It provides all the participants with an opportunity to choose a convenient mode of work and get instant feedback, thereby allowing self-assessment and self-reflection of their own actions. When teaching foreign languages, special attention should be paid to chatbot technology. Chatbots imitate human actions and are able to perform standard repetitive tasks. The growing popularity of bots is explained by a wide range of usage spheres and the ability to integrate chatbots into social networks and mobile technologies. In the technogenic educational environment, ICT can be the basis for interaction, co-editing and peer assessment in collaborative projects. In this case, students receive feedback not only from the teacher, but also from other students, which increases the motivation for independent learning. Thus, automated control, self-assessment and peer assessment can both identify problem areas for each student and design an individual learning path, which increases the effectiveness of learning a foreign language.

ПРАГМАТИЧНИЙ ПОТЕНЦІАЛ НАТИВНОЇ РЕКЛАМИ: ФОРМИ, ТРЕНДИ (НА ПРИКЛАДІ НАТИВНОГО КОНТЕНТУ В СОЦІАЛЬНІЙ МЕРЕЖІ FACEBOOK ЩОДО БРЕНДА ФАКУЛЬТЕТУ ЖУРНАЛІСТИКИ ЗНУ)

2020 ◽  
pp. 113
Author(s):  
V. Kovpak ◽  
N. Trotsenko
Keyword(s):  
Social Network ◽  
Professional Training ◽  
Educational Process ◽  
Communication Strategy ◽  
Student Centered ◽  
Teacher Student ◽  
The Social ◽  
National University ◽  
High Level ◽  
The Impact

<div><p><em>The article analyzes the peculiarities of the format of native advertising in the media space, its pragmatic potential (in particular, on the example of native content in the social network Facebook by the brand of the journalism department of ZNU), highlights the types and trends of native advertising. The following research methods were used to achieve the purpose of intelligence: descriptive (content content, including various examples), comparative (content presentation options) and typological (types, trends of native advertising, in particular, cross-media as an opportunity to submit content in different formats (video, audio, photos, text, infographics, etc.)), content analysis method using Internet services (using Popsters service). And the native code for analytics was the page of the journalism department of Zaporizhzhya National University on the social network Facebook. After all, the brand of the journalism department of Zaporozhye National University in 2019 celebrates its 15th anniversary. The brand vector is its value component and professional training with balanced distribution of theoretical and practical blocks (seven practices), student-centered (democratic interaction and high-level teacher-student dialogue) and integration into Ukrainian and world educational process (participation in grant programs).</em></p></div><p><em>And advertising on social networks is also a kind of native content, which does not appear in special blocks, and is organically inscribed on one page or another and unobtrusively offers, just remembering the product as if «to the word». Popsters service functionality, which evaluates an account (or linked accounts of one person) for 35 parameters, but the main three areas: reach or influence, or how many users evaluate, comment on the recording; true reach – the number of people affected; network score – an assessment of the audience’s response to the impact, or how far the network information diverges (how many share information on this page).</em></p><p><strong><em>Key words:</em></strong><em> nativeness, native advertising, branded content, special project, communication strategy.</em></p>

UPAYA MENINGKATKAN KOMPETENSI PEDAGOGIK GURU SDN TURUSGEDE DI SEMESTER I TAHUN PELAJARAN 2018/2019 DALAM MEMBUKA DAN MENUTUP PEMBELAJARAN MELALUI SUPERVISI AKADEMIK TEKNIK PENILAIAN DIRI SENDIRI

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Siti Ulfah
Keyword(s):  
Elementary School ◽  
Action Observation ◽  
The Self ◽  
Self Assessment ◽  
Test Technique ◽  
Assessment Technique ◽  
First Semester ◽  
Opening And Closing ◽  
Academic Year ◽  
Learning By Using

The purposes of this reasearch are 1) describing the efforts of increasing the elementary school of Turusgede teachers pedagogic competence at the first semester of 2018/2019 academic year in opening and closing the learning by using the self assessment technique and 2) analysing the increase of the elementary school of Turusgede teachers pedagogic competence at the first semester of 2018/2019 academic year in opening and closing the learning by using the self assessment technique. This research is School Action Research (SAR). This research is taken palce in elementary school of Turusgede, Subdistrict of Rembang, Regency of Rembang. The time of this research is the early-middle first semester of 2018/2019 academic year. The subjects of this research are teachers in the elementary school of Turusgede, Subdistrict of Rembang, Regency of Rembang, consist of twelve teachers. The data of this research is teachers pedagogic competence in opening and closing the learning. The techniques of collecting data are using nontest technique and test technique. The tools of collecting data are using the sheets of observation, camera application on hand phone and the form of self assessment. The technique of analizing data in this research is decriptive comparation. The procedure of this research is using Cycle Model, consist of four steps: planning, action, observation and reflection. Each cycle is going on one week. The results of this research are 1) the academic supervision with self assessment technique is previously sharing the form of self assessment to the subjects of this research, 2) self assessment technique is self assessment according to the next theme and matter, 3) self assessment technique is self assessment after the learning finish and 4) teachers pedagogic competence with self assessment technique is increasing and including good category (B) that according with the result of observation and including very good category (A) that according with the result of self assessment. Key words: Pedagogic, Supervision, Self Assessment Technique.

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