Критериальное оценивание входит в практику отечественной школы
The increasing growth of online learning creates opportunities for language learners to improve their academic proficiency. However, quite often, foreign language educators claim that an online learning environment is not suitable for developing students' oral speaking proficiency. This paper is a case study of teaching academic presentation skills using a blended learning format. It takes a closer look at the existing web-based presentation skills pedagogy, discussing the challenges, perspectives of development, and methods of improving online academic presentation teaching through students' reflective learning practices. It is suggested that reflective learning stages applied to an online course design and proper face-to-face instruction mode foster students' academic oral proficiency and makes online learning highly effective.
The article discusses criteria for comparison of different computing systems. Analyzes the disadvantages of a computer systems evaluation by a single criterion (performance). There is suggested a method of the computer systems comparative evaluation according to the criteria set by the user. The article consists an example of using the method.
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.
With the growing importance of Foresight in strategic decision-making, there is parallel growth in interest in ways in which we might evaluate Foresight activities and outputs, and thus learn how to improve their effectiveness. But general principles for such evaluation have not yet been formulated. The purpose of this chapter is to identify the basic criteria and methods used in evaluating national Foresight exercises. Reviewing a range of evaluation efforts, it presents some interesting results for specific tasks, themes examined, methods and findings. A key motivation for these evaluations was to provide feedback to national Foresight organizations and identify areas for further development. Evaluation is used to guide Foresight and to learn lessons that can inform future projects (for example, lessons concerning simplifying implementation, involving business and social organizations, recognizing the objectives of participants and the need for better compliance with the methodology). We suggest a general methodology for assessing national Foresight programmes, together with a framework that can be used to improve the comparability of results of Foresight evaluation initiatives in different countries, and even to promote the standardization and upgrading of evaluation procedures.
This study focuses on the assessment process and evaluation tools in a case study or a role play in a non-linguistic university. The multi-skill and multi-level communication activity assessment scheme is presented herein to enhance the students’ performance.