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1
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Propozycja podejścia do oceny jakości pracy nauczyciela w procesie edukacyjnym - studium przypadku

100%
Stemposz E., Jodłowski A., Stasiecka A.
e-mentor
|
2016
|
issue 4 (66)
13-25
EN
The paper presents a case study for assessing the quality of university teachers' work based on the average exam marks achieved by their students. The pilot research described in the paper was conducted on several groups of students participating in a chosen university course, during one academic year (2012/2013). Both the course and the final exam were meticulously designed and unified in order to ensure comparable conditions for every group. The proposed method of assessment encompasses basic characteristics of all students for a given semester/academic year, characteristics of every single students group (based on an average study mark for a group-as-a-whole) and considers the influence of the exam mark obtained by a given student on his/her average study mark as well on an average study mark for the group the student belonged to. The research was based on general statistics and grade correspondence analysis. The results of the pilot are very promising therefore the authors continued their work in the following academic year. Although the study was carried out only for one course it seems plausible, that presented approach could also be applied for other university courses.
2
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Ocena zgodności z Konstytucją przepisów ustawy o zawodach lekarza i lekarza dentysty w zakresie udostępniania pytań z egzaminów lekarskich

80%
Miaskowska-Daszkiewicz K.
Zeszyty Prawnicze BAS
|
2019
|
issue 3(63)
279-296
EN
W stanowisku do Trybunału Konstytucyjnego Sejm wniósł o uznanie przepisów ustawy, które normują zasady udostępniania pytań z Lekarskiego Egzaminu Końcowego, Lekarsko-Dentystycznego Egzaminu Końcowego oraz Państwowego Egzaminu Specjalizacyjnego, za niezgodne z Konstytucją. Będąca autorem wniosku Naczelna Rada Lekarska stwierdziła, że pytania egzaminacyjne z przywołanych egzaminów stanowią informację publiczną, do której dostęp gwarantowany jest konstytucyjnie. W stanowisku podzielono tę konstatację i argumentację NRL, stwierdzając, że zaskarżone przepisy nie spełniają warunków zasadności ograniczenia dla ochrony porządku publicznego czy praw innych osób.
3

Wpływ nowego programu nauczania matematyki w szkołach średnich na wyniki nauczania matematyki w uczelniach ekonomicznych

80%
Miśkiewicz M.
Didactics of Mathematics
|
2011
|
issue 8 (12)
101-112
EN
The author of this paper conducted research on the impact of the new curriculum of mathematics in secondary schools on the results achieved by students of the University of Economics in Katowice. She used marks in mathematics and mathematical analysis achieved by her students in the years 20012010. Moreover she conducted a survey about the level of difficulty of the tasks-leaving and the level of difficulty of the tasks, which students solved in class. She presented the test results that reached her students in mathematical analysis in 2010, too.
4

An example should be just an example. Which tasks really check skills?

70%
Grajkowski W., Ostrowska B.
Edukacja
|
2013
|
issue Edukacja. An interdisciplinary approach 1
70–83
EN
The new core curriculum for natural sciences (biology, chemistry, physics and geography) at lower secondary school level details each topic and the teaching goals involved, defining the generic skills that a lower secondary school graduate should possess. The aim of the lower secondary school leaving examination is, therefore, not only to assess memorisation of specific material but also mastery of more universal skills. The authors of the article advocate the use of test questions that check the skills included in the core curriculum and employ unfamiliar examples. In this way, it should be possible to distinguish between cases in which the student knows the example (remembers the facts), and the one in which they know the principle (have mastered the skill and know how to apply it in different situations). In addition, an analysis of example tasks of this type and the results obtained by students solving them, invites the thesis that embedding a task in an unusual context does not lead to significant increase in its difficulty.
5
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Za co uczeń będzie dziękował nauczycielowi? O władzy w klasie szkolnej

70%
Rutkiewicz W.
Kwartalnik Pedagogiczny
|
2016
|
vol. 61(4 (242))
67-84
PL
The paper is founded on the distinction between traditional school represented by Johann F. Herbart and progressive school here represented by Bell Hooks. The main purpose of this article is to describe specific characteristics of these two educational models taking into account changes within them. Foucault’s disciplinary power schema provides methodological tools for better apprehension of the location of power in the classroom. In particular, the concept of exam mentioned by Foucault in his Discipline and Punish: The Birth of the Prison has great importance for better understanding of changes within the two aforementioned educational models and student-teacher relations. It appears that power is a fundamental element in these relations, which is exemplified by the presence of the hidden curriculum and how it affects students. Conceiving teaching as a technical activity the autor argues that the way this power is performed depends on the teacher’s character, skills and will.
6

Za co uczeń będzie dziękował nauczycielowi? O władzy w klasie szkolnej

70%
Rutkiewicz W.
Kwartalnik Pedagogiczny
|
2016
|
issue 4(242)
67-84
EN
The paper is founded on the distinction between traditional school represented by Johann F. Herbart and progressive school here represented by Bell Hooks. The main purpose of this article is to describe specific characteristics of these two educational models taking into account changes within them. Foucault’s disciplinary power schema provides methodological tools for better apprehension of the location of power in the classroom. In particular, the concept of exam mentioned by Foucault in his Discipline and Punish: The Birth of the Prison has great importance for better understanding of changes within the two aforementioned educational models and student-teacher relations. It appears that power is a fundamental element in these relations, which is exemplified by the presence of the hidden curriculum and how it affects students. Conceiving teaching as a technical activity the autor argues that the way this power is performed depends on the teacher’s character, skills and will.
7

Przykład powinien być tylko przykładem, czyli jakie zadania naprawdę sprawdzają umiejętności

51%
Grajkowski W., Ostrowska B.
Edukacja
|
2012
|
issue 3(119)
31-45
PL
Nowa podstawa programowa przedmiotów przyrodniczych (biologii, chemii, fizyki i geografii) na poziomie gimnazjum zawiera sprecyzowane dla każdego przedmiotu treści nauczania oraz nadrzędne w stosunku do nich cele kształcenia, czyli ogólne umiejętności, które powinien nabyć absolwent gimnazjum. Zadaniem systemu egzaminacyjnego jest zatem sprawdzanie nie tylko przyswojenia konkretnego materiału, ale również opanowania bardziej uniwersalnych umiejętności. Autorzy artykułu postulują stosowanie pytań testowych, które sprawdzają ujęte w podstawie programowej umiejętności, wykorzystując przykłady nieznane uczniom. W ten sposób możliwe jest rozróżnienie pomiędzy sytuacją, kiedy uczeń zna przykład (pamięta fakty), a taką, gdy zna zasadę (opanował umiejętność i umie posługiwać się nią w różnych sytuacjach). Analiza kilku przykładowych zadań tego typu oraz wyników uzyskanych przez rozwiązujących je uczniów skłania ponadto autorów do postawienia tezy, że osadzenie zadania w nietypowym kontekście nie powoduje istotnego wzrostu jego trudności.
EN
The new core curriculum for natural sciences (biology, chemistry, physics and geography) at lower secondary school level details each topic and the teaching goals involved, defining the generic skills that a lower secondary school graduate should possess. The aim of the lower secondary school leaving examination is, therefore, not only to assess memorisation of specific material but also mastery of more universal skills. The authors of the article advocate the use of test questions that check the skills included in the core curriculum and employ unfamiliar examples. In this way, it should be possible to distinguish between cases in which the student knows the example (remembers the facts), and the one in which they know the principle (have mastered the skill and know how to apply it in different situations). In addition, an analysis of example tasks of this type and the results obtained by students solving them, invites the thesis that embedding a task in an unusual context does not lead to significant increase in its difficulty.
8
Content available remote

An Analysis of Junior High School Students’ Skill in Creating Written Compositions: A Research Report

51%
Kaczmarczyk M.
Anglica Wratislaviensia
|
2019
|
issue 57
169-180
EN
This article is a report based on a qualitative study on the skills needed for junior high school students to produce written compositions in the context of creating a short message. This kind of research has been made necessary by the implementation of an obligatory exam for junior high school graduates, including a writing part in which there are some requirements to be met in order to obtain a positive grade. Although the recent educational reforms mean that junior high schools will no longer exist, this research is useful in the diagnosis of the writing skills of Polish teenagers that will be going into high school. The results have shown that the students had no major problems with such requirements as text organization, punctuation rules and with keeping to the word limit for a given written composition. On the other hand, however, the students showed the need for improvement in formal aspects of the written English language such as grammar, vocabulary (accuracy and spelling) and transition signals. Additionally, the meeting of requirements (mentioning and developing three elements) should be practiced more. For the purpose of the study, an analysis sheet has been implemented but no hypotheses have been put forth. The research group included 33 written compositions.
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