Проблемы системы оценивания учебной деятельности студентов в условиях конкретного вуза
Academic dishonesty among university students is a major problem for higher education and has negative economic impacts in a lot of countries including Russia. While exploring why students choose dishonest ways of obtaining good grades instead of getting involved in the learning process and acquiring as much knowledge and experience at the university as possible, most researchers focus on academic dishonest practices, ignoring the reasons for and factors of honest learning behavior. We regard student engagement as the opposite of academic dishonesty and propose a conceptual model of how academic honesty at the university influences various aspects of student engagement in learning. We conduct an empirical study to test the hypothesis on the correlation between characteristics of honesty at the university and parameters of student engagement suggested as part of the conceptual model. We use the data collected by the Monitoring of Student Characteristics and Trajectories carried out in universities included in the Russian Association of Leading Universities in Economics and Management. Having analyzed the data on management and economics students in eight Russian universities, we conclude that the suggested hypothesis has been largely confirmed, and the proposed conceptual model may serve a productive basis for empirical research on the correlation between academic environment parameters and student learning behavior.
The article is devoted to current issues of lesson design based on student expected learning outcomes. One of the distinctive features of recently approved new Federal State Educational Standards for primary and basic general education is refined and detailed requirements for the expected educational outcomes. In this regard, tools for the teacher to develop those outcomes in order to plan a lesson or a study course in a logical way taking into account the educational interests of students are in dire need. The authors of the article consider the Understanding by Design model as such a tool, since this framework makes it possible to design learning outcomes (distinguishing between understanding, acquisition and transfer goals) and direct the learning process towards desired results. The article provides theoretical foundations for the development of an instructional design model, examines the stages of the design of learning outcomes, the selection of study activities and the identification of teaching strategies. A description of the first stage of design — the design of the expected learning outcomes according to different facets of understanding and of the acquisition and transfer goals — is given in detail.