An Investigation on Peer Assessment: Teaching Text Summarization in English
This paper discusses the specifics of using the method of peer assessment in the process of learning a brief text summary in English by the students of non-linguistic specialties. In particular, the effectiveness and expediency of using peer assessment in teaching foreign languages are analyzed by the author. The empirical part of the research was conducted at the National Research University Higher School of Economics (Moscow, Russia), with a group of undergraduate students studying at the Faculty of Economics. The author relied on a well-developed methodological apparatus, with the purpose of obtaining the most accurate and reliable data and conducting an objective analysis. As a result, the author concludes that the method of peer assessment can solve a number of pedagogical problems: increasing responsibility and autonomy of students; providing a deeper understanding of the subject; developing learning skills; stimulating each student to become an active worker and appraiser; developing critical thinking, etc. In addition, the method of peer assessment focuses on the maximum involvement of students in the learning process, which contributes to better learning motivation. More than that, it develops a supportive learning environment, in which our students could feel comfortable and fully trust each other and their teachers. The research results can be used to develop a more effective methodology for teaching foreign languages at non-linguistic specialties, as well as for conducting further research on related topics.
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.
Electronic support of higher education is a popular trend in distance education, but classroom studies lack information support and therefore depreciate comparing to MOOC versions, having advantages in real-life workshops and possibility of personal contact with teacher and other students.
This paper describes educational experiment in convergence of educational models conducted at MIEM NRU HSE in 2013 and the factors that made it possible and allow for wide implementation in the universities.
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.
Value of higher education. Opinions of representatives of families with children on the value of education. A survey of the «Public Opinion» Foundation A review of results of a Russian household survey in which there were analyzed the influence of education, profession, and career status of the parents, domicile, material and cultural resources of the family on the education strategies of children, as well as the extent, structure, and incentives of the education activity of adults.
The actual problems of scientific and methodological support of the educational process for Physical Culture vusloviyah universities., Medical universities the educational process, functional diagnosis and monitoring.
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.