Language assessment course: Structure, delivery and learning outcomes
Language Assessment at Kazan (Volga region) Federal University (KFU). In the paper the local impact of the course at KFU is viewed at four levels: Reactions, Learning Changes, Behaviour and Results. Impact data collected at KFU include the following: end of session written feedback, pre- and post-course questionnaires, observation in the classroom, interviews, concept maps, teacher portfolios, written assignments, tests/examinations and participant journal entries. Viewed as the first step in conducting a full Student Needs Analysis, the research is intended to inform the design and delivery of Language Assessment courses for graduates majoring in English, Linguistics or Pedagogy elsewhere. The methods, techniques and tools developed by the authors may also be adapted for application to any University course during piloting, or following its introduction
An IT security vulnerability can be considered as an inherent weakness in a target system that could be exploited by a threat source. The underlying hypothesis in our proposal is that each identified attribute associated with the target entity to be controlled should show the highest quality satisfaction level as an elementary indicator. The higher the quality indicator value achieved per each attribute, the lower the vulnerability indicator value and therefore the potential impact from the risk standpoint. In the present work, we discuss the added value of supporting the IT security and risk assessment areas with measurement and evaluation (M&E) methods and strategy, which are based on metrics and indicators. Also we illustrate excerpts of an M&E case study for characteristics and attributes of Security, and their potential risk assessment.
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.
Procedure for the simulation of the advances in EGE from mathematics is considered. For some tasks the important predictors are obtained. The models of binary logistics regression and ordinal regression for the prediction of probabilities of solution of task are built.
Purpose – This paper aims to depict foresight programmes as extended service encounters between foresight practitioners, sponsors, and other stakeholders. The implications of this perspective for evaluating the outcomes of such programmes are to be explored.
Design/methodology/approach – The range of activities comprising foresight is reviewed, along with the various objectives that may underpin these activities. The more substantial foresight programmes are seen in terms of a series of steps, in each of which various partners can be involved in generating service outcomes and later steps of the process. The arguments are illustrated with insights drawn from various cases.
Findings – A foresight programme is likely to feed into more than one policy process, so that the foresight activities can be linked to various stages of the policy cycles, as well as engaging participants with different degrees of inﬂuence on the policies in question. The outcomes of the foresight activity are also heavily shaped by the degree of involvement of various stakeholders, not least the sponsoring agency and any other groups it seeks to mobilise. Seeing foresight as a service activity brings to the fore the notion of co-production, and the importance of the design of the service encounters involved.
Research limitations/implications – The task of evaluating foresight is a challenging one, and comparison of foresight activities needs to bear in mind the different scale, scope, and ambitions of different programmes. Simple static comparison of formal inputs and outputs will miss much of the value and value-added of the activity.Practical implications – A dynamic approach to evaluation stresses the learning of lessons about the roles of multiple stakeholders – and the responsibilities of sponsors as well as practitioners. Originality/value – Foresight programmes are frequently commissioned, and often have signiﬁcant inﬂuence on decision-making. Attempts to systematically evaluate these efforts have begun, and this essay stresses the need to be aware of the complex interactive nature of foresight, highlighted by viewing it in service terms.
The article describes ways of using formative assessment in competence-based education to increase students' motivation for learning.