Об итогах участия ГУ-ВШЭ в эксперименте по использованию системы зачетных единиц
The paper summarizes the results of a three-year-long experiment in implementing a system of credits and student ratings at the Higher School of Economics. The main outcome of the experiment was the methodological development, organization and implementation of a subject credit system, a module system of studying, a grading system based on a 10-point system, and a rating system of student achievement.
Questions of efficiency of control and measuring materials in connection with transition to modular system of education are considered. Expediency of use of a learning management system (LMS) in educational process is analyzed. Possibilities of computer testing for an intensification and control of independent work of students are investigated. The general principles of an assessment of test efficiency are formulated.
The article presents the analysis of the current and final learning achievement of students of three lecture streams for the purpose of identification of the factors promoting profound studying of the economic theory under the modern system of knowledge assessment.
The purpose of the aryicle is to examine the influence of the rating estimation system on the process of optimum development of foreign language teaching. Special attention is given to the problems of stirring up self-dependent studies od students
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.