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Wyświetlanie 1-15 z 64
Tytuł:
A better Completion Agenda: expanding the range of acceptable outcomes in higher education
Autorzy:
Sener, John
Powiązania:
https://bibliotekanauki.pl/articles/426186.pdf
Data publikacji:
2015-04-30
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
U.S. higher education
Completion Agenda
competency-based education
Collegiate Learning Assessment
Opis:
The Completion Agenda is part of a larger transformative shift in education, which is moving from a focus on providing instruction to a focus on producing results. This gradual but profound paradigm shift has been underway for multiple decades, and its impact on higher education cannot be understated; as one well-known description of this phenomenon noted, shifting the focus from teaching to learning „changes everything” about how higher education is conducted1. Grounded in the increasingly close relationship between educational attainment and economic success2, this results-oriented approach is driving many of the major efforts for change in U.S. higher education, including the Completion Agenda, performance-based funding, the revived interest in competency-based education, and standardized assessments such as the Collegiate Learning Assessment.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2015, 2 (59)
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Constructivist Theories in Educational Counselling as a Source of Inspiration for Changes in Educational Diagnosis
Teorie konstruktywistyczne w poradoznawstwie źródłem inspiracji zmian w diagnozie pedagogicznej
Autorzy:
Skałbania, Barbara
Kawa, Marek
Powiązania:
https://bibliotekanauki.pl/articles/26917745.pdf
Data publikacji:
2022
Wydawca:
Uniwersytet Dolnośląski DSW. Wydawnictwo Naukowe DSW
Tematy:
poradnictwo
poradnictwo kariery
diagnoza pedagogiczna
ocenianie szkolne
kierowanie życiem
konstruktywizm
pomoc
relacja diagnostyczna
counselling
career counselling
educational diagnosis
learning assessment
life management
constructivism
support
diagnostic relationship
Opis:
Artykuł ma charakter teoretyczny i dotyka diagnozy jako ważnego elementu szeroko ujmowanych działań pedagogicznych. Diagnozowanie w rozumieniu ciągłego procesu jest obszarem stale poznawanym w zakresie metodycznym i metodologicznym, a poszukiwanie nowych rozwiązań wiąże się z wychodzeniem poza to co znane i rutynowe w kierunku aplikowania nowych teorii. Celem artykułu jest pokazanie innego podejścia do diagnozy pedagogicznej poprzez aplikację do niej teorii konstruktywizmu z obszaru poradoznawstwa. Zaprezentowane teorie mają być inspiracją do zmiany w rozumieniu i uprawianiu diagnozy pedagogicznej, która zawsze stanowi początek procesu wsparcia i pomocy. W tym artykule stawiamy następujące pytania: W jakim zakresie możliwe jest wykorzystanie teorii konstruktywizmu społecznego w relacji z rodzicami/opiekunami dziecka w ramach procesu diagnozowania pedagogicznego? Jak zmienia się model diagnozowania z włączeniem do niego elementów orientacji konstruktywizmu?
The article presents a theoretical approach to educational diagnosis as an important element of broadly conceived pedagogical activities. Diagnosing as a continuous process is an object of ongoing research in the studies on teaching methods and methodologies, and the search for new solutions in diagnosis involves going beyond what is known and routine to add new theories. The aim of this article is to outline a different approach to educational diagnosis by recourse to the theory of constructivism as applied in counselling and guidance studies. The theories discussed in the paper can inspire change in the understanding and practice of educational diagnosis, which is always the starting point for support and help-provision. Our argument in the article is driven by the following questions: To what extent can the theory of social constructivism be used in the relationship with the child’s parents/caregivers as part of the educational diagnosis process? How does the diagnosis model change with the inclusion in it of constructivist thought?
Źródło:
Studia Poradoznawcze; 2022, 11; 147-160 (eng); 27-40 (pol)
2450-3444
Pojawia się w:
Studia Poradoznawcze
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Assessment in VLE Supported Foreign Language Learning
Autorzy:
Kalamarz, Ryszard
Powiązania:
https://bibliotekanauki.pl/articles/448408.pdf
Data publikacji:
2016-12-01
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
foreign language learning
assessment
Moodle
virtual learning environment
Opis:
The paper focuses on the role of Virtual Learning Environments in the scope of different types of assessment in foreign language learning and teaching promoting learner autonomy and developing such key competences as learning to learn. Effective language education calls for a more learner-oriented approach to assessment and Learning Management Systems such as Moodle seem to respond to such needs in the computer assisted teaching/learning process.
Źródło:
International Journal of Research in E-learning IJREL; 2015, 1, 1; 62-74
2451-2583
2543-6155
Pojawia się w:
International Journal of Research in E-learning IJREL
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Variety of assessment forms in teaching geography
Autorzy:
Barwinek, G.
Powiązania:
https://bibliotekanauki.pl/articles/2084605.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet Warszawski. Wydział Geografii i Studiów Regionalnych
Tematy:
assessment
teaching
learning
geography
education project
Opis:
the assessment is integral element of process of teaching and learning. The state important instrument of passing on information about effects of school activity, both pupils, as and the teachers, and the school is the place the opinion of achievements in which be holds unceasingly. They in period of transformation of system education the change underwent both the conditions, as and the ways of estimating, classifying and the promoting the pupils. The main aim of work is qualification of what form of assessment with geography is they be applied at schools peaceably with educational right as well as seeking new valid after introduction of next program basis. Proposals of different effective forms of assessment in range of geography in work were introduced also.
Źródło:
Prace i Studia Geograficzne; 2011, 48; 211-219
0208-4589
Pojawia się w:
Prace i Studia Geograficzne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Evaluation of the Correlation Between Formative Tests and Final Exam Results : Theory of Information Approach
Autorzy:
Rutkowski, J.
Powiązania:
https://bibliotekanauki.pl/articles/226732.pdf
Data publikacji:
2016
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
Technology Enhanced Learning
Computer-Assisted Assessment
Opis:
Today, computerization of the Assessment Program is a norm, numerous advantages of Computer-Assisted Assessment (CAA), both formative and summative, can be enlisted. Motivating students to systematic work and Self-Regulated Learning seems to be the biggest challenge faced by the teacher. This motivation can be reached by providing students with clear information that shows an evident effectiveness of formative quizzes, undisputable correlation between student engagement in taking formative quizzes and the final exam result. It is proposed to evaluate this effectiveness quantitatively in the field of Information Theory, using the Discrete Memoryless Channel description of relationship between the set of quizzes taken and the set of exam results. The Case Study is presented and if proves high correlation between these two sets.
Źródło:
International Journal of Electronics and Telecommunications; 2016, 62, 1; 55-60
2300-1933
Pojawia się w:
International Journal of Electronics and Telecommunications
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Competence in assessment: On the necessity of continuing education
Autorzy:
Oleś, Piotr K.
Powiązania:
https://bibliotekanauki.pl/articles/2127336.pdf
Data publikacji:
2019-04-05
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
clinical assessment and examination
permanent learning
Opis:
The fast growth of knowledge in the field of psychological assessment makes permanent learning necessary for diagnosticians. It should cover all the steps of the assessment process; it should also include training in the skills of relative thinking and formulating alternative hypotheses as well as theoretical interpretations. Case analyses and discussions on the validity of clinical experience are also important. The proposed way is open cooperation between researchers representing current knowledge and experienced diagnosticians having procedural knowledge of psychological assessment and relevant skills.
Źródło:
Roczniki Psychologiczne; 2015, 18, 2; 211-216
1507-7888
Pojawia się w:
Roczniki Psychologiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ONLINE ENGLISH LANGUAGE LEARNERS’ PERCEPTIONS OF PORTFOLIO ASSESSMENT
Autorzy:
Baturay, Meltem Huri
Powiązania:
https://bibliotekanauki.pl/articles/955862.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
assessment
language teaching
online learning
perceptions
portfolio
Opis:
Portfolio assessment has been implemented in many core disciplines for quality assurance and consistent assessment of learner outcomes. For English language learning, for which varying proficiency levels of learners exist, portfolios are suggested to assess individual learners’ progress. The current study was carried out in an online English language course at a higher education institution in Turkey. After the portfolio implementation, the researcher collected learners’ perceptions regarding it as an assessment tool through open ended questions. The findings indicated that learners had very positive feelings towards portfolio use in the course because it helped them to see how they were using the target language. They were able to reflect on what they learned, acquired ownership of their work, and took responsibility of their learning process with enthusiasm and enhanced motivation towards the online English language course.
Źródło:
Teaching English with Technology; 2015, 15, 4; 16-28
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
Tytuł:
Akademickie ocenianie i jego niezamierzone konsekwencje. Od wymiaru ukrytego do nowej kultury oceniania
Autorzy:
Dorota, Pauluk,
Powiązania:
https://bibliotekanauki.pl/articles/892058.pdf
Data publikacji:
2019-08-20
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
assessment
student
hidden curriculum
approach to learning
Opis:
The aim of the article is to present selected aspects of academic assessment as an element of a hidden curriculum. Based on the literature on the subject, the results of the research will be presented showing how the assessment system, deep rooted in educational environment, generates unplanned educational outcomes, including a surface approach to learning and various strategies of coping. Proposals of alternative solutions in evaluation procedures will be presented, involving active involvement of students in designing, managing and checking the effects of their own work. The new assessment culture should support the learning process and reduce the gap between the explicit and hidden curriculum.
Źródło:
Kwartalnik Pedagogiczny; 2019, 64(2 (252)); 86-101
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kryteria oceny jakości kursów e-learningowych w szkolnictwie wyższym
Criteria for Evaluating the Quality of e-Learning Courses in Higher Education
Autorzy:
TUCZYŃSKI, KRYSTIAN
Powiązania:
https://bibliotekanauki.pl/articles/455906.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Rzeszowski
Tematy:
nauczanie na odległość
e-learning
kurs e-learningowy
mieszana metoda nauczania
ocena merytoryczna
ocena metodyczna
distance learning
e-learning course
blended learning
content assessment
methodological assessment
Opis:
W artykule przedstawiono potrzebę włączania e-learningu do tradycyjnych zajęć dydaktycz-nych realizowanych na uczelniach wyższych. Przedstawiono ponadto kryteria, jakim muszą spro-stać kursy e-learningowe tworzone przez kadrę akademicką Uniwersytetu Rzeszowskiego. Każdy z tworzonych kursów poddany zostaje wielowymiarowej ocenie z zakresu kryteriów merytorycz-nych oraz metodycznych, których spełnienie umożliwia ich wdrożenie do procesu kształcenia akademickiego.
The article presents the need to use eLearning in didactic classes conducted at universities. The article also outlines the criteria that must be met by e-learning courses created by academic staff of the University of Rzeszow. Each of the courses being created is subjected to a multidimensional assessment of the substantive and methodological criteria, the fulfillment of which enables them to be implemented in the process of academic education.
Źródło:
Edukacja-Technika-Informatyka; 2017, 8, 4; 341-346
2080-9069
Pojawia się w:
Edukacja-Technika-Informatyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kreatywny nauczyciel - kreatywny uczeń. Rozwijanie twórczych postaw uczniów na lekcjach języka polskiego w tak zwanych klasach starszych
Creative teacher – creative student. developing students’ creative attitudes in polish language classes in secondary school language classes
Autorzy:
Cembik, Artur
Powiązania:
https://bibliotekanauki.pl/articles/2138886.pdf
Data publikacji:
2017-12-08
Wydawca:
Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
Tematy:
kreatywność
metody aktywizujące
ocenianie kształtujące
technologie informacyjne
projekt edukacyjny
czytelnictwo
creativity
activating methods
assessment for learning
ICT
educational project
readership
Opis:
Artykuł przybliża istotę kreatywności w relacjach: uczeń–nauczycielna lekcjach języka polskiego w szkole średniej. Powszechnie panuje opinia, że polskaszkoła niszczy indywidualność młodych ludzi, dlatego ciekawymi sposobami stymulowaniaich kreatywności mogą być różne metody pobudzające uczniów do działania.W tekście proponuje się konkretne przykłady lekcji języka polskiego przećwiczonew praktyce pedagogicznej. Pokazują one, jak zmiana metod pracy nauczycielawpływa nie tylko na atrakcyjność zajęć, ale również na ich jakość, co w konsekwencjiprzekłada się na sukces edukacyjny ucznia.
This article describes the gist of the creativity in the student – teacherrelationship in Polish lessons in the secondary school. It is commonly known thatPolish school kills creativity of the young people. There are several appealing ideasto support students’ creativity. This article focuses on specific examples of Polish lessonsplans, which have been elaborated in the teaching work experience. These ideasindicate the changing methods of teaching influences not only the attractiveness ofthe lesson but also its quality and consequently boosts the learning outcome.
Źródło:
Forum Oświatowe; 2017, 29, 1(57); 245-254
0867-0323
2450-3452
Pojawia się w:
Forum Oświatowe
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Strategies in technology-enhanced language learning
Autorzy:
Zhou, Yalun
Wei, Michael
Powiązania:
https://bibliotekanauki.pl/articles/781045.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
language learning strategies
self-regulated language learning
strategy instruction
strategy assessment
technology enhanced language learning
Opis:
The predominant context for strategy research over the last three decades has focused on language learning situated in a conventional classroom environment. Computer technology has brought about many changes in language learning and has become ecological and normalized rather than a supporting tool in the language classroom. Consequently, the landscape of language learning has been rapidly and largely changed with the normalization of technologies in people’s daily communication. The pervasive use of mobile technologies and easy access to online resources require that digital language learners understand and employ appropriate learning strategies for learning effectiveness and that their teachers are able and willing to teach these strategies as needed. This article provides an overview of the state-of-the-art research into technology-enhanced language learning strategies. The strategies under review include those for language learning skill areas, language subsystems, and self-regulated learning. At the end, we discuss the pressing issues that Digital Age language learning has posed to learners, teachers, and researchers and propose considerations for strategy research in digital realms.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 2; 471-495
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Self-reported vs. self-rated pronunciation in a non-native language
Autorzy:
Cieślicka, Ewa Grażyna
Rojczyk, Arkadiusz
Powiązania:
https://bibliotekanauki.pl/articles/783081.pdf
Data publikacji:
2017
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
psycholinguistics
phonetics
self-assessment of pronunciation
language learning
Opis:
The study investigates how their own accent in English is self-perceived by Polish learners. More specifically, we compare how, and to what extent, self-reported pronunciation differs from self-rated pronunciation prior to and after the exposure to one’s recorded speech. Previous research on non-native accent rating has concentrated on scores obtained from native speakers or other proficient speakers of English. In the current study, we concentrate on how learners evaluate their own accent in English for parameters such as pronunciation, articulation and fluency. We also introduce an independent variable of proficiency. Both quantitative and qualitative analyses were conducted and the result showed that there are no major differences between how learners report their accent in English and how they rate it from the recording of their own speech. It indicates that the general self-image of one’s accent is fairly stable and exposure to the sample of one’s speech does not change the overall self-perception.   
Źródło:
Theory and Practice of Second Language Acquisition; 2017, 3, 2
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Sztuczna inteligencja w problematyce modeli oceny ryzyka w instytucjach finansowych z perspektywy prawno-regulacyjnej
Artifical intelligence in problems of risk assessment models in financial institutions from a legal and regulatory perspective
Autorzy:
Nowakowski, Michał
Waliszewski, Krzysztof
Powiązania:
https://bibliotekanauki.pl/articles/2033957.pdf
Data publikacji:
2022-03-30
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
risk assessment models
artificial intelligence
bank
machine learning
Opis:
Purpose of the article / hypothesis: This article aims to verify the need to introduce additional legal and regulatory requirements in relation to the models used in banks, including, in particular, risk assessment models. At the same time, the article analyzes the need for possible introduction of sector-specific guidelines, or the need to include the above-mentioned models in the classification of high-risk artificial intelligence systems, referred to in the draft EU regulation on artificial intelligence. Methodology: The article is based on an analysis of the available literature on the subject, legal acts as well as regulations and standards developed both at the local and international level. Research results / results: The issue of the application of models in the financial sector, mainly banking, is of significant importance from the perspective of the regulator and supervisor. Quality, compliance with the regulations, but also efficiency and effective supervision may constitute the (instability) of a given financial institution, the instability of which may be a component – at least potentially – of systemic risk. Banks commonly use internal models that generally allow the calculation of capital requirements to cover specific risks in a bank’s business, such as credit risk or market risk. Internal models have been evolving for years and are undoubtedly becoming more and more accurate (they predict with a greater probability the occurrence of certain events), although they are still only certain assumptions that reality can verify, as evidenced by financial crises that have already occurred in the past as well as failures of banks considered to be stable. At the same time, the development of new technologies, in particular the so-called artificial intelligence makes institutions more and more willing to use various models, e.g. machine learning, to support these models and obtain theoretically better results. The European Union, but also other jurisdictions are considering or already introducing specific legal and regulatory solutions that are to introduce clear rules related to the use of certain artificial intelligence systems, including those used by financial institutions. As a result, institutions – already burdened with significant regulatory requirements, may soon be obliged to go through another "health path" of a legal and regulatory compliance nature.
Źródło:
Finanse i Prawo Finansowe; 2022, 1, 33; 119-141
2391-6478
2353-5601
Pojawia się w:
Finanse i Prawo Finansowe
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Blaski i cienie zdalnej pracy ze studentami pierwszego roku studiów
Upsides and downsides of online learning in the pandemic
Autorzy:
Dems-Rudnicka, Katarzyna
Jóźwik, Izabela
Terepeta, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/2031503.pdf
Data publikacji:
2021
Wydawca:
Politechnika Gdańska. Wydział Elektrotechniki i Automatyki
Tematy:
nauczanie zdalne
efekty kształcenia
weryfikacja zdalna
online learning
pandemic
learning outcomes
assessment methods
Opis:
Ogłoszenie w marcu 2020 roku zamknięcia uczelni z powodu pandemii i konieczność natychmiastowego wdrożenia nauczania on-line były zarówno dla nas, jak i dla studentów, dużym wyzwaniem. Nauczanie zdalne zaburzyło nie tylko tradycyjny rytm zajęć, ale również typową relację nauczyciel-student. Oprócz kwestii technicznych, szczególnie ważna stała się sprawa odpowiedniego motywowania studentów do samodyscypliny, koncentracji i systematyczności w nauce. Artykuł przedstawia nasze doświadczenia z trzech semestrów pracy zdalnej. Przedstawimy opinie studentów o zajęciach zdalnych, które zebrałyśmy w ankietach i indywidualnych rozmowach.
The closure of universities in March 2020 due to the pandemic and the need for immediate implementation of online learning was a big challenge for both us and students. E-learning disrupted not only the traditional rhythm of classes, but also the typical teacher-student relationship. In addition to technical difficulties, the issue of properly motivating students to discipline themselves, concentrate and learn systematically became particularly important. The article presents our experiences from three semesters of remote work. The last two semesters of e-learning brought different experiences than the first one. At the beginning, both our and the students’ technical skills were not perfect, but at least we knew each other and we were aware of the students’ mathematical abilities. In 2020/2021 the situation was quite different. We and our new students had gained a lot of technical experience, but we did not know each other. We explain how we dealt with this situation and which methods were helpful. We also present students’ opinions about remote classes that we collected in surveys and individual interviews.
Źródło:
Zeszyty Naukowe Wydziału Elektrotechniki i Automatyki Politechniki Gdańskiej; 2021, 72; 25-28
1425-5766
2353-1290
Pojawia się w:
Zeszyty Naukowe Wydziału Elektrotechniki i Automatyki Politechniki Gdańskiej
Dostawca treści:
Biblioteka Nauki
Artykuł
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