О роли и эффективных методах информативной обратной связи при контроле знаний по дисциплинам цикла "Программирование"
The article reports on a study of the role of assessment and feedback in making presentations. It first gives a brief overview of the programme and course outline, then looks at the teaching methods used and theory of assessment and, finally, provides results of assessment of almost 100 presentations with one sample analysed in detail. The criteria specifically developed for the course will also be given.
The paper represents the way in which mind mapping operates for teaching process. It also demonstrates the application of formative assessment in mind mapping adopting for teaching and learning. Formative assessment is designed as a mixed methods research. It includes participant observation, questionnaire, and classroom discussions on students’ mind maps. Assessment feedback is considered as an important phase of new teaching method’s adoption for a master program. The paper contributes to the current literature by shifting the focus from students’ academic achievements to process of the method’s adoption; by discussing formative assessment approach to mind mapping. The results show costs and benefits of mind mapping for students and support appropriateness of formative assessment for mind mapping adoption. The ways to improve mind mapping process in the current context and directions for future research are discussed.
The article focusses on approaches to assessing competences relevant for non-linguistic tertiary programs, aiming to demonstrate how effective, motivating and economical in terms of both teachers’ and students’ time and effort alternative methods of assessment, such as assessment rubrics, are.
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 paper considers the ways of optimising marking and providing feedback to students' written tasks, namely creative essays, using e-resources, such as British National Corpus (BNC) and COBUILD, whose search system is called Concordance and Collocations Sampler (CCS). Comparative characteristic of both resources is given.