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Tytuł:
Текст рецензии учителя – грамматические показатели, дидактические реальности и перспективы
Teacher’s Review – Grammatical Features, Didactic Models and Perspectives
Autorzy:
Добрева, Снежанка Георгиева
Powiązania:
https://bibliotekanauki.pl/articles/1376024.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:
учительская рецензия (отзыв)
языковой конструкт
лингводидактический ресурс
формирующее оценивание
самооценивание
teacher’s review
language construct
linguodidactic resource
formative assessment
self-assessment
Opis:
В статье рассматривается учительская рецензия на письменные тексты учеников в аспекте современных форм оценки в обучении родному языку в Болгарии. Текст рецензии характеризуется как языковой конструкт и как лингводидактический ресурс для повышения эффективности процесса обучения. Основой для исследования послужили 784 учительских рецензий, написанных около 160 преподавателями болгарского языка и литературы в период с 2010 по 2018 годы. Структурно-грамматические и семантические показатели рецензии представлены с учетом экстралингвистических факторов. Именно они обосновывают целесообразность системной, иерархизированной по сложности деятельности учащихся, направленной на восприятие, осмысление, сопоставление текстов рецензий, на редактирование своих текстов в соответствии с выявленными в рецензиях учителей недочетами и т.д. 
The article focuses on one aspect of feedback and modern forms of assessment in native language teaching in Bulgaria – the teacher’s review of students’ written texts. In this study, the review text is characterized in two ways – as a language construct and as a linguodidactic resource for improving the effectiveness of educational activities. The characteristics of the review as a static text, which is complete and coherent, are summarized on the basis of 784 teacher reviews, provided by about 160 teachers of Bulgarian language and literature in the period 2010–2016. The dynamic characteristics of the review are revealed with accents taken from a two-year experimental work conducted in three schools, presenting the importance of systematic, hierarchically complex activities of the students in perception, comprehension, comparison of reviews, editing of students’ written texts in accordance with the deficits pointed out in the teachers’ reviews, etc. Based on the presented results of a survey with 139 native language teachers and 249 students, effective educational models of formative assessment are summarized and analyzed, related to the active involvement of students in the assessment / self-assessment processes.
Źródło:
Annales Universitatis Paedagogicae Cracoviensis | Studia Russologica; 2020, 13; 108-118
1689-9911
Pojawia się w:
Annales Universitatis Paedagogicae Cracoviensis | Studia Russologica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Gamified mobile-assisted formative assessment for reviving undergraduate learners’ overall language proficiency: a quasi-experimental study
Autorzy:
Yassin, Baderaddin
Abdulgalil Abugohar, Mohammed
Powiązania:
https://bibliotekanauki.pl/articles/2087263.pdf
Data publikacji:
2022
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
English Language Learners (ELLs)
Mobile-Assisted Language Learning (MALL)
Formative Assessment
Oxford Placement Test (OPT)
Adult Learning
Opis:
The lack of opportunities to practice the English language outside the English as a Foreign Language (EFL) classroom can prevent English language learners (ELLs) from promoting their language proficiency to high standards. This lack makes the progress from one level of English to the next one a hard mission for Arab students. Subsequently, students’ mastery of the English language is often not expected to occur without frequent practice and organized formative assessment. To enrich such methods of assessment, a mobile-assisted language learning (MALL) technique was adopted in a classroom formative assessment for holistic language proficiency of listening, vocabulary, and grammar to determine whether it would make a difference in results. For fourteen weeks, this quasi-experiment consisting of a pre-post-test one group design was carried out over two cycles of seven weeks each, with 598 participants. During the experiment, students practiced formative assessment conventionally during the first cycle, while this assessment was done with the medium of two mobile apps: Kahoot and Quizizz during the second cycle. The results of the Oxford Placement Test (OPT), replicated as the pre-test and post-test, indicated that mobile-assisted formative assessment resulted in a statistically-significant positive influence of using mobile apps on students’ overall language proficiency.
Źródło:
Teaching English with Technology; 2022, 22, 2; 69-89
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Formative Assessment Practices and the School Social Climate. A New Approach to the Subject Based on a Study Conducted in Poland
Autorzy:
Tłuściak-Deliowska, Aleksandra
Czyżewska, Monika
Powiązania:
https://bibliotekanauki.pl/articles/1967815.pdf
Data publikacji:
2019-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
formative assessment
school climate
feedback
interpersonal relationships
learning process
Opis:
The topic of formative assessment has rarely been addressed in Polish educational research studies, and the connection between formative assessment and the school climate has, until now, never been examined. The subject of this quantitative study were the formative assessment practices used by elementary school teachers and the school social climate. The participants were students (N=491) and teachers (N=60). Findings indicate that: (1) to a varying degree, teachers use activities that make up formative assessment, (2) schools differ significantly in their formative assessment practices, (3) the social climate at these schools is positive, (4) formative assessment practices are positively correlated with the school climate.
Źródło:
The New Educational Review; 2019, 55; 30-41
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Przeoczony dyskurs, czyli rzecz o konstruktywizmie i (z)marnowanych szansach oceniania wczesnoszkolnego
Overlooked discourse, that is a piece on constructivism and the chances of early school assessment (being) wasted
Autorzy:
Szyling, Grażyna
Powiązania:
https://bibliotekanauki.pl/articles/1387037.pdf
Data publikacji:
2020-12-31
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
constructivism
early education assessment
functions of assessment
descriptive assessment
ongoing assessment
formative assessment
Opis:
The aim of the paper is to reconstruct the (un)used chances which are generated for early education assessment by the constructive paradigm. In my reflections I take into account two complex and interpermeating perspectives: the premises of educational theory and educational practice. I order the area of reflection thus created by means of the assessment categories present in the language of practicalised didactics and colloquial assessment discourses. The analysis of declared assumptions, tacitly adopted or overlooked in various concepts and solutions, leads to the conclusion that in early education assessment constructivism is not so much an overlooked discourse, but distorted by normative convictions and educational practices.
Źródło:
Problemy Wczesnej Edukacji; 2020, 51, 4; 138-152
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Formatívne hodnotenie žiakov s využitím informačných a komunikačných technológií
Pupils’ Formative Assessment with the Use of Information and Comunication Technologies
Autorzy:
STADTRUCKER, Roman
ĎURIŠ, Milan
Powiązania:
https://bibliotekanauki.pl/articles/457365.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Rzeszowski
Tematy:
súbor elektronických úloh
sumatívne a formatívne hodnotenie žiakov
informačné a komunikačné technológie
technické vzdelávanie
set of electronic tasks
sumative and formative pupils’ assessment
information and comunication technology
technical education
Opis:
V príspevku sa autori venujú možnostiam implementácie súboru elektronických úloh do vyučovacieho procesu s uplatňovaním formatívneho hodnotenia žiakov. V článku sú uvádzané príklady elektronických úloh, ktoré budú overované v rámci realizácie pedagogického experimentu v základných školách.
This work is focused on the possibilities of the implementation of the electronic tasks set into the learning process with application pupils’ formative as163 sessment. The article cited examples of electronic tasks, which will be verified by pedagogical experiment at elementary schools.
Źródło:
Edukacja-Technika-Informatyka; 2015, 6, 3; 158-163
2080-9069
Pojawia się w:
Edukacja-Technika-Informatyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A methodology for formative assessment: feedback tools in the translation classroom
Autorzy:
Pietrzak, Paulina
Powiązania:
https://bibliotekanauki.pl/articles/2081148.pdf
Data publikacji:
2017
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
formative assessment
feedback
evaluator
evaluee
translator training
Opis:
Assessment in translator education can sometimes be regarded as a necessary evil, either by trainees who tend to dislike evaluations of their competence and performance or by trainers who are obliged to measure and judge these elusive qualities. This authoritative role imposed on the translation teacher by various institutional regulations interferes with the image of the teacher as a guide postulated by the idea of empowerment (Kiraly 2000, 2005), since it might affect the distribution of power and control in the translation classroom. Grades assigned to translation assessment can hardly reflect the actual quality of the trainee translator’s work, let alone help them improve the necessary skills that translation competence entails. However, when accompanied by constructive feedback, the necessary evil cannot only be justified but also excused or even fostered. The author advocates transforming training-based assessment into assessment-based training. In as much as the translation teacher organises, controls and evaluates the students’ performance, a premise of equal importance is that assessment can also have a measurable effect on student competence development. As Fowler (2007: 254) claims, “the competence development in translators mainly derives from formative assessment”. With this presupposition in mind, the article will introduce the basic tenets of formative assessment with a close look given to its features and principles that should be observed with the aim of giving objective and effective feedback. Then, the roles of the trainer and the trainee will be discussed in relation to the distribution of power and control in the translation classroom and the position of the evaluator and the evaluee. The article will give an example of instrument that the evaluee needs in order to become the evaluator and, finally, it will demonstrate a methodology for formative assessment based on a few formative feedback techniques.
Źródło:
Kwartalnik Neofilologiczny; 2017, 1; 66-80
0023-5911
Pojawia się w:
Kwartalnik Neofilologiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dialog jako podstawa oceniania kształtującego
Dialogue as the basis for formative assessment
Autorzy:
Nowosielska, Edyta
Powiązania:
https://bibliotekanauki.pl/articles/44035425.pdf
Data publikacji:
2022-12-03
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
dialog
ocena kształtująca
informacja zwrotna
nauczyciel
uczeń
relacje
dialogue
formative assessment
feedback
teacher
student
relationships
Opis:
Celem artykułu jest pokazanie dialogu jako podstawy oceniania kształtującego. Na ocenę kształtującą możemy spojrzeć jako na jeden ze sposobów wspierania uczniów w kierowaniu swoim procesem uczenia się, gdzie ważna jest interakcja między ocenianym a oceniającym oraz otwarcie i rozmowa tych dwóch podmiotów. Dialog stanowi drogę do rozumienia i samorozumienia, której ważną częścią jest informacja zwrotna przekazywana uczniom przez nauczyciela. Podczas przekazywania informacji zwrotnej nauczyciel musi zadbać o przestrzeń do dialogu i pamiętać o tym, że ważne jest zarówno to co się mówi, jak również, w jaki sposób i jakich relacjach, się to odbywa. W artykule szczególną uwagę zwracam na dialog, który jest dziś podstawowym instrumentem uczenia się, jest procesem w toku, procesem, który nigdy się nie kończy. W edukacji dialogowej ważne jest nie tylko słuchanie, ile spotkanie i obustronne oddziaływanie na siebie, w trakcie, którego buduje się określone znaczenia. Dialog staje się podstawą oceniania kształtującego, zaś samo przekazywanie uczniowi informacji zwrotnej podczas dialogu jest niezbędne w relacji nauczyciela z uczniem i odwrotnie. Zmienia się tu również rola nauczyciela, który staje się uczestnikiem dialogu razem z uczniami. Podsumowując artykuł zaznaczam, że aktywne uczestnictwo w edukacji dialogowej zmienia perspektywę spojrzenia na informację zwrotną i stawia ją na równi między nauczycielem i dziećmi, co daje fundament do nowego rozumienia roli dziecka w uczeniu się oraz rozwoju podmiotowości, ważnej dla obu stron tego dialogu.
The aim of the article is to show dialogue as the basis for formative assessment. We can look at formative assessment as one of the ways to support students in managing their learning process, where the interaction between the assessed and the evaluator as well as the openness and conversation of these two entities are important. Dialogue is a way to understanding and self-understanding, an important part of which is the feedback provided to students by the teacher. When giving feedback, the teacher must take care of the space for dialogue and remember that what is said is important, as well as how and in what relationships it is done. In the article, I pay special attention to dialogue, which is today the basic instrument of learning, it is a process in progress that never ends. In dialogue education, it is important not only to listen, but also to meet and interact with each other, during which specific meanings are built. Dialogue becomes the basis for formative assessment, and the mere provision of feedback to the student during the dialogue is essential in the teacher-student relationship, and vice versa. In this case, the role of the teacher who becomes a participant in the dialogue with the students, changes as well. In conclusion, I would like to point out that active participation in dialogue education changes the perspective of looking at feedback and puts it on an equal footing between the teacher and children, which lays the foundation for a new understanding of the child's role in learning and developing subjectivity, important for both sides of this dialogue.
Źródło:
Problemy Opiekuńczo-Wychowawcze; 2022, 614(9); 24-33
0552-2188
Pojawia się w:
Problemy Opiekuńczo-Wychowawcze
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
NOWE TRENDY W EDUKACJI – KONCEPCJA „GŁĘBOKIEGO UCZENIA SIĘ”
NEW TRENDS IN EDUCATION – THE CONCEPTION OF “DEEPER LEARNING”
Autorzy:
Musiał, Emilia
Powiązania:
https://bibliotekanauki.pl/articles/479677.pdf
Data publikacji:
2018
Wydawca:
Wyższa Szkoła Humanitas
Tematy:
nowe trendy
umiejętność kodowania
STEAM
przestrzeń edukacyjna
mierzenie postępów w nauce
kultura innowacji
głębokie uczenie się
metoda problemowa (PBL)
uczenie oparte na wyzwaniach (CBL)
ocenianie kształtujące
new trends
coding literacy
STEAM learning
learning space
measuring learning
the culture of innovation
deeper learning
Problem-Project-Based Learning (PBL)
Challenge Based Learning (CBL)
formative assessment
Opis:
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.
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.
Źródło:
Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika; 2018, 16; 55-64
1896-4591
Pojawia się w:
Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Le feedback est-il toujours motivant ? Les attitudes des bacheliers polonophones de classes bilingues envers la rétroaction corrective écrite
Is feedback always motivating? Attitudes of Polish-speaking high school students from bilingual classes towards corrective feedback in writing
Autorzy:
Lipińska, Julia
Powiązania:
https://bibliotekanauki.pl/articles/1036456.pdf
Data publikacji:
2021-03-31
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
motivation
feedback
evaluation
language learning
formative assessment
writing assessment
motywacja
ocenianie
nauka języków
ocenianie kształtujące
ocenianie pisania
Opis:
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 techniques and 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.
Źródło:
Neofilolog; 2021, 56/1; 39-54
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Technology Analysis and the Need of a Value Framework
Autorzy:
Lekka-Kowalik, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/2064609.pdf
Data publikacji:
2021
Wydawca:
STE GROUP
Tematy:
value-ladenness of technology
technology assessment
value sensitive design
axiometrics
formative value framework
Opis:
The idea that technology is only a value-neutral instrument that can be used for good and bad purposes is not tenable anymore. Technology shapes our human life in all its dimensions and determines the direction of social changes. In the paper, I first show a few arguments in favor of the value-ladenness of technology and then approaches developed in response to that fact. I will argue that none of those responses is satisfactory, for they lack a formative value framework that would serve for decisions and their justification in the realm of technology development. Building such a framework requires a transdisciplinary and cooperative effort.
Źródło:
Multidisciplinary Aspects of Production Engineering; 2021, 4, 1; 421--430
2545-2827
Pojawia się w:
Multidisciplinary Aspects of Production Engineering
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Formative function of assessment in a psycho-didactical context
Autorzy:
Kosíková, Věra
Liberska, Hanna
Farnicka, Marzanna
Powiązania:
https://bibliotekanauki.pl/articles/1178111.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Kazimierza Wielkiego w Bydgoszczy
Tematy:
adopting of concepts
analysis of student performance
assessment criteria
formative function of assessment
meta-reflection
psycho-didactical understanding
revised Bloom taxonomy
teaching and assessment goals
work with errors
Opis:
This contribution focuses on the formative function of assessment. The assessment of a student continuously informs about his or her performance, whereby it improves upon his or her learning processes. The formative function of assessment is mainly achieved by feedback resulting from the student‘s performance. This contribution focuses on selected aspects of the formative function of assessment, on the concordance of teaching and assessment goals (and processes) from the perspective of their formulation and the assessment criteria, on the examination of the understanding of the taught subject from the perspective of adopting concepts and their correctness during evaluation, on the didactic approach when working with errors while analyzing the student‘s performance.
Źródło:
Polskie Forum Psychologiczne; 2014, XIX, 1; 7-16
1642-1043
Pojawia się w:
Polskie Forum Psychologiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Feedback in language learning and teaching
Autorzy:
Komorowska, Hanna
Powiązania:
https://bibliotekanauki.pl/articles/912945.pdf
Data publikacji:
2018-12-07
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
feedback
language learning
language teaching
learning goals
educational attainment
formative evaluation
classroom assessment
teacher education
Opis:
The text analyzes routes and ways of processing feedback as well as discusses the most important psychological, pedagogical and linguistic factors influencing the effectiveness of feedback in developing learner autonomy and determining its impact on cognitive and affective processes in the learner. It also sets out to assess the place of feedback in the evaluation of educational attainment and to identify ways of promoting so-called formative feedback, both on the school-level and in the language classroom. Implications for developing teacher autonomy via pre- and in-service teacher education are also sought
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2018, 45, 2; 185-199
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Building teachers’ capacity in formative assessment: the Singapore example
Autorzy:
Koh, Kim
Lim, Lyndon
Tan, Charlene
Habib, Mubarak
Powiązania:
https://bibliotekanauki.pl/articles/2012196.pdf
Data publikacji:
2015-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
formative assessment
Singapore
teacher professional development
Opis:
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.
Źródło:
The New Educational Review; 2015, 40; 211-221
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
IMPROVING FORMATIVE ASSESSMENT IN LANGUAGE CLASSROOMS USING GRADECAM GO!
Autorzy:
Kılıçkaya, Ferit
Powiązania:
https://bibliotekanauki.pl/articles/940871.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
formative assessment
grading
test
Opis:
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.
Źródło:
Teaching English with Technology; 2017, 17, 4; 78-92
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
PLICKERS AND THE PEDAGOGICAL PRACTICALITY OF FAST FORMATIVE ASSESSMENT
Autorzy:
Kent, David
Powiązania:
https://bibliotekanauki.pl/articles/955964.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
mobile-assisted language learning
formative assessment
Plickers
Opis:
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.
Źródło:
Teaching English with Technology; 2019, 19, 3; 90-104
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 24

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