Оценка результатов обучения в компетентностной образовательной парадигме
The article looks into the application of learner-centered approach in the assessment of learning outcomes in competence-based tertiary education and describes the prevailing principles of assessing learners’ achievements under current reforming of tertiary education in Russia, namely the principle of integrative character of assessment, the principle of criterion-based assessment, the principle of openness, the principle of reflexion and the principle of authenticity.
The article describes ways of using formative assessment in competence-based education to increase students' motivation for learning.
The article concentrates on the use of formative assessment in foreign language teaching. The term “formative assessment” is explained, its benefits for learning and teaching are described. Examples of formative assessment techniques and activities are given. It is concluded that formative assessment is a powerful tool that helps develop learners’ metacognitive skills, brings variety in the classroom, engages and motivates learners, raises their autonomy and interest.
The paper represents the way in which mind mapping operates for teaching process. It also demonstrates the application of formative assessment in mind mapping adopting for teaching and learning. Formative assessment is designed as a mixed methods research. It includes participant observation, questionnaire, and classroom discussions on students’ mind maps. Assessment feedback is considered as an important phase of new teaching method’s adoption for a master program. The paper contributes to the current literature by shifting the focus from students’ academic achievements to process of the method’s adoption; by discussing formative assessment approach to mind mapping. The results show costs and benefits of mind mapping for students and support appropriateness of formative assessment for mind mapping adoption. The ways to improve mind mapping process in the current context and directions for future research are discussed.
The article deals with some ideas about lifelong learning strategies - the necessity to teach students to acquire, develop and update knowledge, skills and competences at different stages of their life and in different environments, the methods which can be applied to achieve it and the role of the teacher in this process.
The article presents ways to optimise ELT in higher education in conjuction with the new Russian federal Educational Standards based on competence-based education.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.