scholarly journals Formative assessment as a means of forming the pupil's learning trajectory

2021 ◽  
pp. 8-12
Author(s):  
Halyna Voitkiv ◽  
Igor Lishchynskyy
Keyword(s):  
Formative Assessment ◽  
Learning Outcomes ◽  
Educational Process ◽  
Assessment Process ◽  
Digital Tools ◽  
Learning Trajectory ◽  
Models Of Teaching ◽  
Modern School ◽  
The Creation ◽  
Selection Of

The article examines the types of assessment in the modern school. The importance of formative assessment for the formation and development of personality, to achieve the designed learning outcomes, their correction and selection of tasks for individual work by each pupil to improve results is analyzed. Models of teaching in a modern school are described, and those that promote the development of individuals with «growth intelligence», for which formative assessment is used, are identified. The authour determines the principles and functions of formative assessment, the methods of formative assessment and the list of most often used methods in practice by teachers. Particular attention is paid to the benefits of using digital tools for formative assessment and to the fact of their active use by teachers, especially in blended learning. The paper proposes to design the assessment process: designing assessment by a teacher in a course and in a topic with the creation of a visualized plan for pupils and designing assessment in class with pupils through joint setting of diagnostic goals, involving pupils in planning learning activities in accordance with principles of systematicity, planning, differentiation. The value of feedback for the formation of an individual educational trajectory is determined and the conditions of its effectiveness are given. The paper notes the importance of both formative and final assessment and their integrated use: formative assessment – to provide feedback and correction of learning, final – to record learning outcomes. Conclusions are made on improving the progress of pupils in learning when planning a course, topic and lesson, which includes assessment planning, with the active position of each, conscious participation in the creation of the educational process, adjusting their own trajectory

scholarly journals Automatic Essay Scoring in E-learning System Using LSA Method with N-Gram Feature for Bahasa Indonesia

2018 ◽  
Vol 164 ◽  
pp. 01037
Author(s):  
Rico Setiadi Citawan ◽  
Viny Christanti Mawardi ◽  
Bagus Mulyawan
Keyword(s):  
Learning Outcomes ◽  
Semantic Analysis ◽  
Evaluation Process ◽  
Educational Process ◽  
Learning System ◽  
Assessment Process ◽  
E Learning ◽  
Essay Scoring ◽  
N Gram ◽  
Form Type

In the world of education, e-learning system is a system that can be used to support the educational process. E-learning system is usually used by educators to learners in evaluating learning outcomes. In the process of evaluating learning outcomes in the e-learning system, the form type of exam questions that are often used are multiple choice and short stuffing. For exam questions in the form of essays are rarely used in the evaluation process of educational because of the difference in the subjectivity and time consuming in the assessment process. In this design aims to create an automatic essay scoring feature on e-learning system that can be used to support the learning process. The method used in automatic essay scoring is Latent Semantic Analysis (LSA) with n-gram feature. The evaluation results of the design features automatic essay scoring showed that the accuracy of the average achieved in the amount of 78.65 %, 58.89 %, 14.91 %, 71.37 %, 64.49 % in the LSA unigram, bigram, trigram, unigram + bigram, unigram + bigram + trigram.

scholarly journals MODERN TOOLS AND TECHNOLOGIES FOR ASSESSING LEARNING OUTCOMES

2018 ◽  
Vol 6 (3) ◽  
pp. 9 ◽  
Author(s):  
J. V. Smirnova ◽  
O. G. Krasikova
Keyword(s):  
Learning Outcomes ◽  
Educational Process ◽  
Assessment Tools ◽  
Assessment Model ◽  
Assessment Process ◽  
Professional Competencies ◽  
Evaluation Procedure ◽  
Quality Of Education ◽  
Competency Assessment

Introduction:the article is devoted to modern methods of learning outcomes assessment. As the authors of the article show, recently the evaluation of learning outcomes is inextricably linked with the quality of education provided by an educational institution. It is noted that today there is no single interpretation of the concept “quality of education”. Due to the introduction of a competence-based approach, graduates now form not just a certain amount of knowledge and skills, but the ability to use it, to apply the experience gained in practice, so modern assessment should be fundamentally new and different from traditional methods.Materials and methods:the article identifies the features of the competency assessment system. The basic provisions of the assessment methodology were established and on their basis we identified the components of the model model of the automated assessment of professional competencies. Identified principles for constructing a competency assessment modelResults:the article analyzes the existing modern assessment tools. Among them, the methods characteristic of the authentic approach were singled out, as well as the advantages of using the electronic platform Moodle for the evaluation procedure. A new system for assessing the quality of the educational process, a point-rating system for evaluating the results of the work of the trainer, is being considered.Discussion and Conclusions: The article discusses existing tools and technologies for assessing learning outcomes, which have many advantages and their combined use makes it possible to simplify the assessment process as much as possible, to make it more convenient and intensive. The proposed recommendations for the evaluation of educational results favor not only the correct assessment of the results of the educational process, but also the ongoing monitoring of the development of professional competencies.

scholarly journals Clip thinking of generation Z: methods of developing students’ creative potential

2020 ◽  
Vol 25 (4) ◽  
pp. 787-796
Author(s):  
Asiya R. Bukharbaeva ◽  
Lyudmila V. Sergeeva
Keyword(s):  
Natural Process ◽  
Educational Process ◽  
Digital Tools ◽  
Young Generation ◽  
Case Method ◽  
Creative Potential ◽  
Actual Problem ◽  
Generation Z ◽  
High Degree ◽  
Selection Of

The article is devoted to actual problem of clip thinking of generation Z. The goal of research is to determine the most effective methods of working with clip thinking taking into account the peculiarities of information perception by modern students. It covers phenomenon of clip thinking, its characteristics and origins. Positive and negative features of clip thinking are highlighted, as well as effective methods of university educational process applying having the trend of clip-based consumption of info by students. The authors conclude that clip thinking is a natural process: it is necessary to work competently with this phenomenon of generation Z. Its shown, that vast selection of digital tools is changing lifestyle of young generation, but multitasking, responsiveness, high degree of adaptability characterize modern students. The authors concluded that its necessary to form students' analytical and conceptual thinking in combination with clip thinking. Its not worth changing students or fight against clip thinking as well as to act according to old methodology of educational process. Modern students need in interesting cases of thinking efficiency, multitasking that requires active action. Specificity of case method application of teaching was substantiated empirically (including observation, experiment, survey), it develops creativity, increases the level of analytical and critical thinking, allows to work with a large amount of information, helps to study proposed business situations, analyzes data and make the respective decision. Its important to practice educational and search methods in a dialogue mode of learning process, construct situations, interactivity, mobility, frequent changes, multitasking. Clip thinking should be managed competently, by using its positive characteristics and preparing effective studying programs engaging relevant online and offline technologies.

scholarly journals Stories in social work:

2012 ◽  
Vol 7 (3) ◽  
pp. 22-42
Author(s):  
Anette Bolin ◽  
Elsebeth Fog
Keyword(s):  
Social Work ◽  
Learning Outcomes ◽  
Learning Opportunities ◽  
Educational Process ◽  
Narrative Approach ◽  
Pedagogical Tool ◽  
Social Pedagogy ◽  
The Social ◽  
The Creation ◽  
Work Integrated Learning

Summary: Practice learning opportunities form an integral part of studies of social work on the Social Pedagogy program at University West in Sweden and, over a period spanning several years, we have developed a reflective approach to both campus and practice learning. Over the last four years we have worked with a narrative approach to the creation of knowledge from practice learning and for examining the learning outcomes that derive from this educational process. The aim of this article is to describe and discuss the narrative approach to the creation of knowledge using the so-called ‘storytelling method’ as an educational resource for eliciting evidence of learning outcomes in practice learning. We have used this approach to capture the learning that takes place when students are on learning opportunity placements in the social work/social pedagogical field, both nationally and internationally. The article describes both the educational context where storytelling takes place, and the research focus on work integrated learning that led to the implementation of this pedagogical tool. We will also describe and analyse how we use the ‘storytelling method’ with a focus on how it can be used to ‘evidence’ students’ learning.

scholarly journals IMPLEMENTATION OF INFORMATION TECHNOLOGIES TO DEVELOP STUDENTS’ CREATIVE AND CRITICAL THINKING IN ESL CLAS SES

2020 ◽  
pp. 348-351
Author(s):  
Олена Бабенко
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Cognitive Skills ◽  
Creative Thinking ◽  
Information Technologies ◽  
Bloom's Taxonomy ◽  
Educational Process ◽  
Digital Tools ◽  
Bloom’S Taxonomy ◽  
Constructive Criticism

The article is aimed at summarizing theoretical and empirical studies on the development of students’ creative and critical thinking in ESL classes by means of information technologies and digital tools. Creativity and constructive criticism are the 21st centuries essential skills. The novelty of the study deals with critical overview of the latest multidisciplinary works. The purpose of the research is to consider the implementation of new information technologies to develop students’ cognitive skills. Creative thinking focuses on person’s abilities to come up with new, non-standard, original solutions to problems and challenges. Critical thinking means a way of thinking in which people have an attitude involving questioning such arguments and conclusions. Development of critical and creative thinking is tightly connected with the use of Bloom’s Taxonomy, a hierarchical ordering of cognitive skills. Revised Bloom’s taxonomy implies 126 digital planning verbs. Based on Bloom’s taxonomy, teachers plan educational goals and objectives, project specific methodological steps with the help of didactic tools and achieve excellent learning outcomes. Constituents of the educational process such as setting and assessment of course work, development of materials and visual aids, classroom practice, computer assisted language learning enable to enhance collaboration between a teacher and students in ESL classes. Information competence is an integral part of a foreign language teacher’s professional competence. A comparative analysis of the latest educational digital tools according to some criteria is highlighted in the paper with the purpose to popularize innovations in education. It is emphasized that information technologies act as a link between educational materials and learning outcomes and encourage students to think broadly and use skills, such as resourcefulness, imagination, constructive criticism.

scholarly journals The electronic textbook as a modern learning tool

2021 ◽  
Vol 1 (3) ◽  
pp. 5-10
Author(s):  
Olena Havrylyshena ◽  
Keyword(s):  
Secondary Education ◽  
Information And Communication Technologies ◽  
National Level ◽  
Educational Process ◽  
Learning Tool ◽  
Electronic Textbooks ◽  
Electronic Textbook ◽  
Modern School ◽  
Information And Computer Technology ◽  
The Creation

One of the factors in the modernization of the education system is the creation and use of computer-based learning tool that combines the achievements of modern pedagogical science with the capabilities of information and computer technology. Achieving this goal involves the creation and use of electronic textbooks in the educational process. The legal basis for their use is the Laws of Ukraine «On Education», the Decree of the President of Ukraine «On measures to develop the national component of the global information network Internet and ensure wide access to this network in Ukraine», Orders of the Ministry of Education and Science of Ukraine «On conducting an experiment at the national level on the topic» «Electronic textbook for general secondary education (Е-book for secondary education (EBSE)), August 2018–August 2021», «On approval of the Regulations on the electronic textbook». The article actualized the issue of the introduction of electronic textbooks in the educational process of general secondary education institutions. The essence of interconnected concepts is revealed: «information and communication technologies»; «electronic educational environment»; «electronic educational resource»; «electronic textbook». Based on the analysis of scientific and pedagogical literature of domestic and foreign scientists, the main approaches to the classification of electronic textbooks are presented. Factors and criteria for evaluating the quality of electronic textbooks are described. The analysis of the current legislation on the introduction of electronic textbooks in the educational process of modern school is conducted. Based on the results of research and experimental work on the introduction of electronic textbooks in the educational process of general secondary education, the advantages, disadvantages of their implementation are clarified and the prospects for use are described

scholarly journals FORMATIVE ASSESSMENT: OBJECTIVES, CONDITIONS, PRINCIPLES AND STRUCTURE

2020 ◽  
pp. 130-137
Author(s):  
Evelina BAZHMINA ◽  
Keyword(s):  
Formative Assessment ◽  
Educational Process ◽  
Assessment Model ◽  
Assessment Process ◽  
Educational Activity ◽  
Independent Students ◽  
Education Today ◽  
The Difference ◽  
Effective Use ◽  
Effective Assessment

Introduction. The article outlines the problem of applying formative assessment in the educational process in higher education institutions, the objective of which is to improve the quality of education. Today, the skills of the formative assessment model are becoming increasingly popular in learning that can be applied throughout life – “learning for learning”. The purpose of the paper are: 1) to consider the es- sence and generalize the principles of formative assess- ment; 2) to determine a role of the formative assessment for forming culture of independent students’ work; 3) to present the developed structure of the formative assessment process in the form of a repeating cycle.The methods of descriptive and comparative analysis are used in the article. Results. A number of domestic and foreign research, theories which cover such terms as “formative” and “summative assessment” are analyzed. The pioneering frameworks of two types of assessment – formative and final, offered in foreign psychological and pedagogical literature have been researched. The difference of the definitions for “assessment” and “evaluation”, given in English in foreignpublications, is considered. The func- tions of formative and final evaluation are determined. The characteristics of the concepts of “grade” and “evalu- ation” are described and their common generic features are formulated. The main objectives of formative assess- ment are presented: “Assessment for Learning” and “Assessment as Learning” which allow to achieve results at different stages of the lesson using BYOD technology (before activities, in the process of activity, at the end of the lesson). Originality. The conditions of effective assessment are determined and the principles of formative assessment for all participants of the educational process are developed. Assessment strategies for achieving a certain objective depending on the stage of educational activity, expected results and individual help of the teacher to the student with effective use of available resources are analyzed. The features of Formative Assessment, Current Evaluation and Summative Evaluation are compared. In the educational process, the main factor is the psychological and pedagogical support of the process by the teacher, which should be manifested in the teacher’s attitude to the student as a mentor. The structure of the formative assessment process, which consists of five stages and is a repetitive cycle, is offered.Conclusion. Formative assessment is an essential pedagogical condition for the formation of relevant culture of independent students’ work

PERSONIFICATION OF STUDENTS INDEPENDENT WORK ON THE FORMATION OF THE ABILITY TO SOLVE COMPUTATIONAL PROBLEMS ON THE BASIS OF AUTOMATED TRAINING AND DIAGNOSTIC SYSTEM

2018 ◽  
pp. 26-32
Author(s):  
N. I. Pak ◽  
E. V. Asaulenko
Keyword(s):  
Diagnostic System ◽  
Educational Process ◽  
Box Model ◽  
Self Management ◽  
Practical Implementation ◽  
Learning Tools ◽  
Theoretical Rationale ◽  
E Learning ◽  
Independent Work ◽  
Selection Of

The relevance of the study under consideration is due to the need to increase the efficiency of students independent work in solving computational problems. A theoretical rationale is proposed and the practical implementation of an automated training and diagnostic system for the formation of skills to solve problems according to the “white box” model is described. The leading idea of the study is the construction of mental schemes for a given topic, which allow to visualize the dynamics of changes in the learner’s level of ability to solve computational problems. The methods of accounting for forgetting educational information and methods of personalized selection of tasks are substantiated. The site for self-management of user independent work is available at the link: http://msbx.ru. The materials of the article are of practical value for teachers who use e-learning tools in the educational process.

CONTEMPORARY ASPECTS IN THE SELECTION OF TOOLS AND TECHNOLOGIES FOR DEVELOPING WEB SITES

2018 ◽  
pp. 125-131
Author(s):  
Petar Halachev ◽  
Aleksandra Todeva ◽  
Gergana Georgieva ◽  
Marina Jekova
Keyword(s):  
Programming Languages ◽  
Web Sites ◽  
Web Site ◽  
Work Process ◽  
Design And Development ◽  
Site Development ◽  
Complicated Process ◽  
The Creation ◽  
Guidelines And Recommendations ◽  
Selection Of

he report explores and analyzes the application of the most popular programming languages from different organizations: GitHub; Stackoverflow; the TIOBE's Community index. The main client technologies: HTML; CSS; JavaScript; Typescript are presented and analysed. Features are characterized and the advantages and the disadvantages of the server technologies are described: Java; PHP; Python; Ruby. The application areas for web site development technologies have been defined. The creation of a quality web site is a complex and complicated process, but by observing some guidelines and recommendations in the work process can help to select the tools and the technologies in its design and development.

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