Search results

1

PLICKERS AND THE PEDAGOGICAL PRACTICALITY OF FAST FORMATIVE ASSESSMENT

100%

Kent D.

Teaching English with Technology

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2019

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vol. 19

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issue 3

90-104

EN

Student Response Systems (SRS) can provide effective, immediate, and efficient feedback to students, particularly when undertaking formative assessment. Coupled with active learning approaches, the use of such systems can be beneficial for English language learners by providing opportunities for increased engagement with content and reflection on their knowledge gaps. These opportunities can then potentially lead to increased learner participation, motivation, and linguistic skill development. As an SRS system, the pedagogical practicality of using and developing content with the Plickers application is reviewed, with features of the application presented in detail. Methods of applying the application, determining how it aligns with technological frameworks, and presenting the potential of the application for use in the language teaching context are also presented. Ultimately as a tool that can be used to engage students of all ages in formative assessment, it is unique in that it can do this by taking technology out of learner hands while simultaneously assessing all students at once.

2

Innovative Methods in Education Supporting Formative Assessment of Students within the Subject Technology in Elementary School

100%

ĎURIŠ M.

Edukacja-Technika-Informatyka

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2019

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vol. 10

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issue 2

98-103

EN

This article pays attention to formative assessment of students within the subject Technology in elementary school, where the emphasis is put on a feedback and a self-assessment of students. Innovative methods of teaching supporting formative assessment of students within the subject Technology are drafted from the didactic point of view in a university textbook, which constitutes one of the output solutions for given topic in the KEGA project. As a demonstration we would like to point out basic information regarding the teaching methodology for selected content of learning topics as well as example of learning task and its solution.

3

IMPROVING FORMATIVE ASSESSMENT IN LANGUAGE CLASSROOMS USING GRADECAM GO!

100%

Kılıçkaya F.

Teaching English with Technology

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2017

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vol. 17

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issue 4

78-92

EN

This study aimed to determine EFL (English as a Foreign Language) teachers’ perceptions and experience regarding their use of GradeCam Go! to grade multiple choice tests. The results of the study indicated that the participants overwhelmingly valued GradeCam Go! due to its features such as grading printed forms for multiple-choice questions as well as the immediate feedback provided to both teachers and their students. The results of the study also indicate that GradeCam Go! might be a very useful tool for teachers working in schools with large classrooms where technological resources are rare. GradeCam Go! seems to pave the way for an easy and efficient tool for teachers to use regular assessment through frequent quizzes, give immediate feedback, and monitor student progress.

4

Formative (Classroom) Assessment Techniques

100%

Marks I.

Acta Technologica Dubnicae

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2014

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vol. 4

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issue 1

46-50

EN

The author presents formative (classroom) assessment techniques with the purpose of improving the teaching process and the learner’s development. At the same time, the paper emphasizes the importance of feedback in the teaching process.

5

Ocenianie kształtujące w kształceniu akademickim

100%

Bojanowicz J.

Edukacja-Technika-Informatyka

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2019

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vol. 10

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issue 4

122-127

EN

One of the elements of work on the quality of academic teaching is to improve the way inwhich student work is assessed. The assumptions of formative assessment may be helpful in thisrespect. Formative assessment is based on obtaining information during the teaching process,which will allow to recognize the learning process so that the lecturer can modify further teachingand the student receives feedback to help him/her learn. Peer evaluation and self-evaluation playan important role in this area. Precisely defined evaluation criteria are a prerequisite for this.

PL

Jednym z elementów pracy nad jakością dydaktyki akademickiej jest doskonalenie sposobu oceniania pracy studenta. Pomocne w tym zakresie mogą się okazać założenia oceniania kształtującego. Polega ono na pozyskiwaniu w trakcie nauczania informacji, które pozwolą rozpoznać, jak przebiega proces uczenia się, tak aby wykładowca mógł modyfikować dalsze nauczanie, a student otrzymywał informację zwrotną pomagającą mu się uczyć. Istotną rolę w tym obszarze odgrywają samoocena i ocena koleżeńska. Warunkiem niezbędnym są precyzyjnie określone kryteria oceny pracy studenta.

6

Building teachers’ capacity in formative assessment: the Singapore example

100%

Koh K., Lim L., Tan C., Habib M.

The New Educational Review

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2015

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vol. 40

211-221

EN

The objective of this study is to contribute to the knowledge base of teacher professional development and formative assessment using Singapore as an example. The study was carried out through an exploratory case study in a Singapore school. Our study shows that while the teachers find formative assessment beneficial, they do not have sufficient knowledge of it and face the challenges of heavy workload, time pressure and lack of confidence. The results serve to inform policymakers and educators of the need to provide effective and sustained teacher professional development in formative assessment as well as continual teacher support and collaboration.

7

Competence Development in Business Undergraduates: The Role of Formative Assessment and Humour

88%

Guptan V., Rasiah R.

The New Educational Review

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2016

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vol. 45

160-171

EN

This study examined the perceived impact of formative assessment and humour on the learning experience and the development of graduate attributes of business undergraduate students. Data from 236 valid respondents of a questionnaire was analyzed using Partial Least Squares-Structural Equation Modeling method. The conceptual framework for this study is based on Dewey’s theory of reflective thought and action and Ziv’s theory of the attention-gaining and holding power of humour. Findings indicate positive and significant roles played by formative assessment and humour in enhancing learning experience and student development. It was found that applied academic writing and poster presentations were student-centered learning methods that had a positive impact on learning experience and successfully supported differentiated learners. Humour was found to add value to students’ overall learning experience. The findings of this study will provide higher education institutions with a set of considerations for devising formative assessment strategies and practices that will successfully enhance students’ learning and the development of their competences.

8

ОЦІНЮВАННЯЙ НАРАХУВАННЯ КРЕДИТІВ У ПРОЦЕСІ НАВЧАННЯ БАКАЛАВРІВ У ГАЛУЗІ МІЖНАРОДНИХ ВІДНОСИН В УНІВЕРСИТЕТАХ КАНАДИ

63%

Істоміна К.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 8(52)

211-219

EN

The research paper presents a thorough study of regulatory and assessing components of the learning process in the context of professional training in the Canadian systems of higher education. The main subject of the research is oriented towards the study of the undergraduate programs for professional training of the future specialists in the field of International Relations and to the analysis of the grading policies and scales, which are used within the Bachelor’s degree requirements in the universities of Canada. The subject of the article also covers the theoretical investigation of the credit systems functioning in the Canadian systems of higher education as well as the process of receiving credits by students. Furthermore, the paper turns to defining and interpreting the main and basic terms used in the Canadian universities to designate the notion of academic course credits. Predominantly, the methodological framework comprises theoretical methods of information processing, logical synthesis, analysis of the received data, and generalization of the outcomes. In the course of the investigation, theoretical studies of the scientific resources as well as numerous program documents of Canadian universities establishing norms, strategies and policies regulating the assessment process of students’ academic achievements were effectively conducted. The article provides the overview of the functioning grading scales, policies and principles of fair students’ assessment, which represent an indispensable part of any undergraduate academic calendar and are essential for successful achievement of the program’s objectives and goals. It reviews the grading policies and credit systems of major universities providing academic undergraduate programs for International Relations field. The general, convergent, and divergent peculiarities of the structure and application of grading of the students’ academic achievements commonly used by the leading universities in different provinces and territories of Canada were investigated. The topicality of the subject of this research cannot be overestimated as the study of the successful experience of the effective students’ assessment implemented in the systems of higher education in Canada is a valuable source for the future scientific researches for the sake of acquiring the necessary information to create more favorable conditions for the harmonious development in the sphere of higher education in Ukraine and to bring positive changes in it. The results of this theoretical investigation lay a solid foundation for further research in the field of professional training of future specialists in International Relations in the Canadian universities. Consequently, the prospects of future investigations were outlined in the article, namely the study of the development and assessment of learning outcomes at the universities and the peculiarities of the systems of credit transfer in Canada.

9

Le feedback est-il toujours motivant? Les attitudes des bacheliers polonophones de classes bilingues envers la rétroaction corrective écrite

51%

Lipińska J.

Neofilolog

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2021

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issue 56/1

39-54

EN

Feedback is one of the key tools used to regulate the process of learning.In order to be effective, it must provide the students with accurate information and guidelines concerning their work by not only showing them mistakes, but also pointing out what they already know and giving advice to help them improve their skills. Poorly executed feedback may damage the students’ motivation instead of reinforcing it. Thus, it is important to know how students perceive different feedback techniquesand how they react to them. To answer these questions, we led a research among Polish bilingual high school students learning French. We asked them about their preferences concerning feedback and about its perceived influence on their motivation. The results show students prefer detailed comments which show them positive and negative aspects of their work, without harming their self-esteem, i.e. by giving feedback in front of their peers. Such practices, according to students, have a beneficial effect on their motivation.

10

Ocenianie kształtujące w edukacji wczesnoszkolnej. Próba odpowiedzi na oczekiwania rzeczywistości XXI wieku

51%

Nadolnik I.

Edukacja Elementarna w Teorii i Praktyce

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2015

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issue 2 (36)

43-56

PL

Pedagogika na przestrzeni XX wieku stanowiła arenę ścierania się różnorodnych prądów, kierunków oraz tendencji, które poszukiwały efektywnych rozwiązań dotyczących procesów nauczania, uczenia się i wychowania. Postępujące w szybkim tempie przemiany cywilizacyjne oraz rytm przeobrażeń społeczno-gospodarczych przyniosły zapotrzebowanie na edukację nadążającą za rozwojem i służącą jego potrzebom. W obliczu tych wyzwań postawiono nowe wymagania zarówno przed całym systemem szkolnym, jak i samym nauczycielem. Znaczącym zadaniem stało się poszukiwanie optymalnych rozwiązań, przygotowujących uczniów już od pierwszych lat pobytu w szkole do funkcjonowania w nowoczesnej rzeczywistości. Jedną z propozycji jest ocenianie kształtujące. Jest to metoda pomagająca uczyć się i wzmacniająca motywację ucznia. Jej najważniejsze strategie to: wspólne określenie celów lekcji/zajęć oraz kryteriów sukcesu, organizowanie w klasie dyskusji, zadawanie pytań problemowych, udzielanie uczniom informacji zwrotnej, zachęcanie do pomocy koleżeńskiej, wdrażanie do współodpowiedzialności za proces uczenia się. Niezmiernie istotna jest tu rola nauczyciela jako inspiratora dziecięcej/uczniowskiej aktywności i samodzielności. Nauczyciel stosujący ocenianie kształtujące na swoich zajęciach skoncentrowany jest nie tylko na nauczaniu, ale przede wszystkim na uczeniu się uczniów. Jego zadanie polega na stwarzaniu sytuacji, w których uczniowie uczą się efektywnie i kreowaniu środowiska motywującego. Charakter oceniania kształtującego wpisuje się w wymagania dotyczące istoty procesu oceniania sformułowane zarówno przez prawo oświatowe, jak i zasady dydaktyki wczesnoszkolnej.

EN

Throughout the 20th century, pedagogy was an arena of conflict for different movements, points of views and trends that sought effective solutions regarding educational processes, learning and upbringing. The rapid transformation of civilization as well as socio-economic changes brought the need for novel educational methods that could cope with the developing world and serve its needs. In the view of these challenges, new requirements were set for the entire educational system as well as teachers. The search for the optimum solutions in preparing pupils from their first years at school to functioning in a modern reality became an important task and formative assessment became one of the propositions as to how to achieve that. This is a method that helps pupils to learn and build their motivation. Its major strategies are: defining the objectives of the lessons/classes and the criteria of success together; organising a discussion in a class; asking problem questions; giving feedback to pupils; encouraging friendly cooperation; implementing a shared responsibility for the learning process. The role of a teacher as an initiator of a child/pupil’s activeness and self-reliance is immeasurable in this respect. The teacher who uses formative assessment in their classes is not only concentrated on the teaching but also on the learning of his pupils. Their main task is to create a motivating and stimulating environment and to create situations which can be used for effective learning. The characteristics of formative assessment encompass requirements for the evaluation process which are also enunciated by educational law as well as the principles of early learning didactics.

11

NOWE TRENDY W EDUKACJI – KONCEPCJA „GŁĘBOKIEGO UCZENIA SIĘ”

45%

Musiał E.

Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika

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2018

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issue 16

55-64

PL

Artykuł omawia problemy i wyzwania, jakie stają przed współczesną edukacją w kontekście rozwoju nowych technologii i mediów cyfrowych. Pojawia się potrzeba nowego ujęcia kształcenia, w którym uczniowie zdobywają wiedzę i umiejętności przede wszystkim poprzez rozwiązywanie problemów, prowadzenie samodzielnych badań i dociekań naukowych inspirowanych realnymi problemami współczesnego świata, próbując jednocześnie sprostać stojącym przed nimi wyzwaniom życia codziennego. Wszystko to zdaje się przemawiać za potrzebą wprowadzenia nowych form i metod kształcenia, w tym koncepcji głębokiego uczenia się.

EN

The article discusses the problems and challenges faced by the contemporary education system in the context of the new technologies and digital media development. There is a need for a new essentializing of education, in which students acquire knowledge and skills by solving problems, conducting independent research and scientific investigations inspired by real problems of the modern world, trying to face up to the challenges of everyday life. All this seems to be in favor of the need to introduce new forms and methods of education, including the conception of deeper learning.

Refine search results

PLICKERS AND THE PEDAGOGICAL PRACTICALITY OF FAST FORMATIVE ASSESSMENT

Innovative Methods in Education Supporting Formative Assessment of Students within the Subject Technology in Elementary School

IMPROVING FORMATIVE ASSESSMENT IN LANGUAGE CLASSROOMS USING GRADECAM GO!

Formative (Classroom) Assessment Techniques

Ocenianie kształtujące w kształceniu akademickim

Building teachers’ capacity in formative assessment: the Singapore example

Competence Development in Business Undergraduates: The Role of Formative Assessment and Humour

ОЦІНЮВАННЯЙ НАРАХУВАННЯ КРЕДИТІВ У ПРОЦЕСІ НАВЧАННЯ БАКАЛАВРІВ У ГАЛУЗІ МІЖНАРОДНИХ ВІДНОСИН В УНІВЕРСИТЕТАХ КАНАДИ

Le feedback est-il toujours motivant? Les attitudes des bacheliers polonophones de classes bilingues envers la rétroaction corrective écrite

Ocenianie kształtujące w edukacji wczesnoszkolnej. Próba odpowiedzi na oczekiwania rzeczywistości XXI wieku

NOWE TRENDY W EDUKACJI – KONCEPCJA „GŁĘBOKIEGO UCZENIA SIĘ”