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ОСОБЛИВОСТІ ОЦІНЮВАННЯ ЗНАНЬ СТУДЕНТІВ З ІНОЗЕМНОЇ МОВИ У ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДАХ ПОЛЬЩІ

100%
Загоруйко Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 8(42)
341-347
EN
The peculiarities of students' foreign languages knowledge assessment in higher educational institutions in Poland have been revealed in the article. The assessment of Polish students’ achievements in foreign languages in such four types of speech activities as listening, speaking, reading and writing has been characterized. The forms and aim of tests for assessment of students’ knowledge of foreign languages have been mentioned. Also such innovations in the assessment of Polish students’ academic achievements in foreign languages as self-assessment, the use of ICT and portfolio evaluation have been analyzed. The author notes that after the implementation of the Bologna system the module-rating system of assessment has become the alternative to the traditional system of students’ achievement assessment in higher educational institutions in Poland. Among the peculiarities of the module-rating system of assessment the author stresses on the students’ interest in receiving high marks, especially those who have a high rating from the previous modules and enhancing learning motivation, self-study and self-assessment of knowledge and skills. Describing the assessment of students’ academic achievements in foreign languages, the author stresses on the introduction of such forms of assessment, as oral questioning on workshops from current and previous topics; small tests, conducted at the beginning of the practical class; testing for basic themes of the course; assessment of the written homework; assessment of the degree of students’ activity and the quality of their presentations and comments during the discussion. The author proves that systematic checking the level of students’ knowledge and skills in foreign languages gives the opportunity to identify the difficulties and state their successe, especially in talented students who need support.
2

Wykorzystanie technologii informacyjno-komunikacyjnych w gimnazjach

84%
Kłobuszewska M., Rokicka M.
Edukacja
|
2016
|
issue 2(137)
32–46
PL
Polskie szkoły są coraz częściej wyposażane w nowoczesne technologie. Rosnąca popularność takich narzędzi dydaktycznych, a także ogromne możliwości ich zastosowania, skłoniły nas do zbadania, czy w polskich gimnazjach korzysta się z dostępnych tablic interaktywnych oraz jakie czynniki wpływają na zróżnicowaną częstotliwość wykorzystywania tablic podczas lekcji. Zbadano ponadto, jakie cechy szkoły i nauczycieli wpływają na częstsze korzystanie przez nich z takich narzędzi dydaktycznych podczas lekcji. Analizę wykorzystania tablic interaktywnych w gimnazjach przeprowadzono na podstawie danych zebranych w dziewięciu celowo dobranych powiatach w ramach projektu Badanie ekonomicznych uwarunkowań celów i kierunków alokacji nakładów na edukację realizowanych przez podmioty publiczne i prywatne w Polsce oraz danych pochodzących z Systemu Informacji Oświatowej i Banku Danych Lokalnych. Wyniki wskazują, że oprócz wyposażenia w infrastrukturę informacyjno-komunikacyjną, istotne są również cechy nauczycieli i systemów motywacyjnych danej szkoły. Te czynniki wyjaśniły część zaobserwowanego zróżnicowania w wykorzystaniu tablic interaktywnych w szkołach.
EN
The school infrastructure in Poland, especially related to use of information and communication technologies (ICT) constantly improves, however the question remains whether this improved access translates into more frequent use of interactive whiteboards (IWB) at schools? The aim of this paper is to analyse the school and teachers’ characteristics related to the frequency of IWB use in school. The growing popularity of this device, as well as the large possibility of its application led us to reflect on whether there is a variation in the use of this equipment among lower secondary schools in nine studied counties and what the main drivers of the IWB usage are. The use of IWB is analysed from the students’ perspective, based on data collected in the project A study on the economic determinants for objectives and guidelines on allocation of private and public education spending in Poland (BECKER) with additional use of data from Education Information System and Local Data Bank. Results of our analysis indicate that frequency of interactive whiteboards usage is related to the size and quality of ICT infrastructure in school. We also find that teachers’ characteristics and the incentive system in school play an important role in explaining the use of ICT at classroom, additionally these characteristics explain part of the between school variation in use of ICT in studied counties.
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