Применение пиринговой оценки письменных работ в потоковых очных курсах
Research of applicability of peer assessment of written works in full- time courses are conducted in order to establish sufficient conditions for the reduction of teaching load and intensification of active learning by students. Basing on existing methodologies for peer evaluation of mass online courses were created assessment models and rules, specific to audience and training format. For two years of experiments real- life raw evaluation data for analysis and calculated results were gathered. The applied assessment methods were analyzed as well as the simulated results for other grading calculation formulas. Combining formulas for assessment of the authors and peers with special rules of work allow to achieve reliable results, this is a new approach to educational practice. The practical significance of the study is the experimentally proven experience and formulas modeled on the experimental data, that allow to calculate the grades without teacher.
The article describes the techniques used when teaching summary making to university students. The techniques are based on peer assessment, which lets both teachers and students save a lot of time. Also, the author of the article describes the advantages and disadvantages of the techniques ans gives the assessment criteria used to estimate her students' oral summaries.
Nowadays peer assessment is recognized as a crucial part of a wide range of active learning routines. Nevertheless, practitioners and educators speak of the complexity and high resource consumption for the implementation of this type of assessment. Undoubtedly, convenient software that supports peer assessment processes may substantially raise productivity of its participants. A review of educational literature and free software shows there are several bottlenecks in the business processes of peer assessment and key user roles. First, most of the programs examined are web-based and expand a set of tools for teachers and learners by extra interfaces. Moreover, this logically creates a new branch in the learning business process. Second, there is probably no peer assessment system which allows users to attach something other than the text to be reviewed. There is a gap in the market of free peer assessment software. This paper oﬀ ers a peer assessment system speciﬁ cation that attempts to eliminate these disadvantages in order to improve user experience and thus increase the use of information technologies in peer assessment. The speciﬁ cation is based on a thorough description of the peer assessment process involving complex artifacts and double-blinded peer review. Software called PASCA (peer assessment system for complex artifacts) is introduced to illustrate the speciﬁ cation achieved. PASCA uses habitual e-mail services and does not aﬀ ect other business processes. It supports standard features like blinding and randomization, and it provides a set of original features. They contain evaluation of arbitrary artifacts, creation of complex peer review forms with their validation and scoring, and easy analysis of data from peer assessment sessions.
The aim of this paper is to prove the effectiveness of peer assessment while mastering writing skills in English. The methodology includes literature review, observation, evaluation of provided feedback, a questionnaire with open and close questions (before and after the pilot project). The pedagogical experiment was conducted among 34 1st year students of Management Faculty in National Research University Higher School of Economics. Despite the existing challenges of peer assessment benefits are more numerous and powerful: development of critical thinking abilities, deeper and better understanding of the subject matter, more responsible approach to learning, higher level of reflection, improved performance and social advantages. Little experience in evaluating each other's work can be named as the main obstacle on the way to successful peer assessment. To overcome it peer assessment activities should be arranged on a regular basis and the process should be well-guided, structured and monitored by the teacher.
The consololidation of groups learning academic disciplines requires students’ works to be assessed automatically. This way helps to avoid subjectivity in evaluation, butlimits the depth of knowledge and skills that can be evaluated that decreases the quality of teaching the discipline. This study analyses the method of peer review, familiar to MOOC students, applied to essays of in-campus students during two years.
The current scientific and educational environment demands that professionals’ foreign language proficiency be at the independent user level. The key task ESP course developers are expected to accomplish is to adjust the courses taught to students majoring in engineering to the smart education and Education 2.0 requirements. The latter imply that students, being mentally prepared for life-long learning, are able to productively use a variety of resources in English so as to increase their specific-purpose foreign language competence. The task can be successfully accomplished via the rotation model of the ESP blended learning course based on the use of the smart coursebook as the core component. The educational social network Edmodo is deemed the best platform to integrate the smart coursebook into the ESP blended learning course.
The paper describes the Edmodo foreign language teaching tools which enable the course instructor to implement regular-basis testing via the Express practice unit and the Peer assessment method. Special attention is drawn to the optional component of the smart coursebook designed by the authors. The component referred to as Blank unit is a module students fill with the English content relevant to their professional and personal learner’s needs by doing a set of specifically designed exercises. The incorporation of the smart coursebook into the rotation model of the ESP blended learning course enhances the quality of the learning outcomes, which is confirmed by the experimental teaching results.
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.
This article is talking about state management and cultural policy, their nature and content in term of the new tendency - development of postindustrial society. It mentioned here, that at the moment cultural policy is the base of regional political activity and that regions can get strong competitive advantage if they are able to implement cultural policy successfully. All these trends can produce elements of new economic development.