Исследование применимости пирингового метода оценки в очных курсах
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.
This article traces the transformation of a genre of the review, traditional for the Russian journalism. This article offers the description of the speech structure of the review, based on the semantic category of an evaluation. The contemporary review occurrs not within a discourse of culture anymore, but also as a part of political or marketing communication within media environment.
An IT security vulnerability can be considered as an inherent weakness in a target system that could be exploited by a threat source. The underlying hypothesis in our proposal is that each identified attribute associated with the target entity to be controlled should show the highest quality satisfaction level as an elementary indicator. The higher the quality indicator value achieved per each attribute, the lower the vulnerability indicator value and therefore the potential impact from the risk standpoint. In the present work, we discuss the added value of supporting the IT security and risk assessment areas with measurement and evaluation (M&E) methods and strategy, which are based on metrics and indicators. Also we illustrate excerpts of an M&E case study for characteristics and attributes of Security, and their potential risk assessment.
Purpose – This paper aims to depict foresight programmes as extended service encounters between foresight practitioners, sponsors, and other stakeholders. The implications of this perspective for evaluating the outcomes of such programmes are to be explored.
Design/methodology/approach – The range of activities comprising foresight is reviewed, along with the various objectives that may underpin these activities. The more substantial foresight programmes are seen in terms of a series of steps, in each of which various partners can be involved in generating service outcomes and later steps of the process. The arguments are illustrated with insights drawn from various cases.
Findings – A foresight programme is likely to feed into more than one policy process, so that the foresight activities can be linked to various stages of the policy cycles, as well as engaging participants with different degrees of inﬂuence on the policies in question. The outcomes of the foresight activity are also heavily shaped by the degree of involvement of various stakeholders, not least the sponsoring agency and any other groups it seeks to mobilise. Seeing foresight as a service activity brings to the fore the notion of co-production, and the importance of the design of the service encounters involved.
Research limitations/implications – The task of evaluating foresight is a challenging one, and comparison of foresight activities needs to bear in mind the different scale, scope, and ambitions of different programmes. Simple static comparison of formal inputs and outputs will miss much of the value and value-added of the activity.Practical implications – A dynamic approach to evaluation stresses the learning of lessons about the roles of multiple stakeholders – and the responsibilities of sponsors as well as practitioners. Originality/value – Foresight programmes are frequently commissioned, and often have signiﬁcant inﬂuence on decision-making. Attempts to systematically evaluate these efforts have begun, and this essay stresses the need to be aware of the complex interactive nature of foresight, highlighted by viewing it in service terms.
The article compares the results of learners which had been studying economics in two different ways - traditional education with lectures/seminars and online education (as part of the massive open online course). In both cases, students were asked identical questions on the same topic of the introductory course in economics. Classes was conducted by the same teacher. According to the comparison results, secondary school pupils demonstrated better performance than online-learners. However adult students of the second higher education program had results very close to the results of online students (such as grade distribution, average score for every question).