Применение пиринговой оценки письменных работ студентов в потоковых очных курсах
This article describes an approach to assessment of assignments in online course “Computer Graphics” and in-class course “Video Technologies” held on MOOC platform Stepic and self-made platform for evaluation of graphical assignments for editing, encoding and composing video. This approach is suitable for assignments of various formalization.
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 authors estimate contribution of different factors in reading skills of 15?year-olds by using four models of multilevel regression analysis. It turned out that the most significant factor is family background — not only at the individual level, but at the school level as well (average school socio-economic status of schoolchildren families effects average reading skills). At the school level the aggregated family characteristics of students affect individual achievements, and this effect surpasses an effect of school resources and localization of schools — those school factors that show a significant contribution to achievement. Attitudes toward reading and learning are significant at the individual level, but at the school level children’s attitudes toward reading and school don’t make an independent contribution to the individual results.
In response to a growing demand for highly proficient speakers of foreign languages, both from private and government sectors, an added emphasis has been placed on developing communicative skills in the foreign language classroom. While time in a target language culture certainly plays a valuable and needed role, this research demonstrates that innovative curricular design and development in the university foreign language classroom can equal if not exceed uptake that occurs in extended immersion environments. A thorough description of the research design is provided, including the application of lexical items (connectors), listening, reading, written exercises, and videoconference debates involving students from National Research University Higher School of Economics in Moscow, Russia and Brigham Young University in Provo, Utah. Assessment instruments used to measure language uptake among students included pre- and post-written proficiency testing and oral proficiency interviews in one’s respective target language as administered by certified American Council on the Teaching of Foreign Languages (ACTFL) raters. In addition, students completed a background language questionnaire designed to elicit data relative to individual learner motivation.
The article is based upon the fact that the growing demand for master data management systems has not yet produced a commonly accepted metodology for their design and development/ The article offers two mathematical models? that allow a master data management systems designer a way to formally describe their system before development and verify the system quality by measurements? unique to master data management systems.