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- владение основами аналитической переработки информации;
- умение работать с разного рода информацией;
- знание особенностей информационных потоков в собственной сфере деятельности;
- эффективная работа с современными информационными технологиями;
- умение извлекать информацию из всевозможных источников и представлять ее в понятном виде;
- способности применения технических устройств;
- владение способами психолого-экологической защиты от неблагоприятной информации.
В этот список можно добавить еще следующие аспекты:
- умение оценивать качество информации: ее правдивость и важность;
- умение интегрировать разнопредметную информацию;
- умение создавать собственную информацию.
Под информационной культурой педагога дошкольного образования мы понимаем умение поставить проблему, оперативно отыскать нужную информацию, оценить ее полезность, выбрать главное, структурировать для учебно-воспитательных задач, преднамеренно и осознанно использовать для решения установленных задач.
Список литературы /References
1. Андреев В.И. Педагогика творческого саморазвития / В.И. Андреев. Казань, 1996. С. 568.
2. Библер В.С. Мышление как творчество / В.С. Библер. М.: Мысль, 2005, 199 с.
3. Брановский Ю.С. Работа в информационной среде / Брановский Ю., Беляева А. // Высшее образование в России, 2002. № 1. С. 81-87.
4. Каймин В.А. Информатика: учебник для студ. вузов / В. А. Каймин. М.: ИНФРА-М, 2008. 283 с.
5. Кушнер Ю.З. Методология и методы педагогических исследований: учебно-методическое пособие / Ю. З. Кушнер. Могилёв: МГУ им А. А. Кулешова, 2001. 112 с.
6. Педагогические технологии дистанционного обучения / Полат Е.С. , Моисеева М. В., Петров А.Е., Бухаркина М.Ю. и др.; под ред. Е.С. Полат. М.: Академия, 2006. 400 с.
EFFECT OF FORMATIVE ASSESSMENT ON STUDENTS' ACADEMIC
ACHIEVEMENT FOR BEAP LEVEL 2 STUDENTS OF CPFS IN
TASHKENT, UZBEKISTAN 1 2 Aripova EA. , Khodjimatova (Fakhrutdinova) AA.
(Republic of Uzbekistan) Email: Aripova581@scientifictext.ru
1Aripova Elena Azizovna - Senior Lecturer, Head of Department; 2Khodjimatova (Fakhrutdinova) Albina Askarovna - Lecturer, DEPARTMENT CERTIFICATE OFPRE-FOUNDATIONSTUDIES, WESTMINSTER INTERNATIONAL UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: аssessment is an important and indispensable part in any education process because it indicates what learners have achieved and whether objectives set by teachers were reached. This article will discuss the effectiveness of summative assessment which was successfully implemented in Basics of English for Academic purposes of level 2 on the CPFS (Certificate of Pre-foundation Studies) course of WIUT (Westminster International University in Tashkent). It will profoundly consider principles of good practice used in this assessment of BEAP 2 module. Keywords: formative assessment, summative assessment, motivation, improvement in learning.
ВЛИЯНИЕ ФОРМАТИВНОГО ОЦЕНИВАНИЯ НА УСПЕВАЕМОСТЬ СТУДЕНТОВ 2-ГО УРОВНЯ ПО ПРЕДМЕТУ «ОСНОВЫ АНГЛИЙСКОГО ЯЗЫКА ДЛЯ АКАДЕМИЧЕСКИХ ЦЕЛЕЙ» НА КУРСЕ ДОУНИВЕРСИТЕТСКОЙ ПОДГОТОВКИ В ТАШКЕНТЕ,
УЗБЕКИСТАН 1 2 Арипова Е.А. , Ходжиматова (Фахрутдинова) А.А.
(Республика Узбекистан)
1Арипова Елена Азизовна - старший преподаватель, заведующая кафедрой;
2Ходжиматова (Фахрутдинова) Альбина Аскаровна - преподаватель, кафедра курса доуниверситетской подготовки, Международный Вестминстерский университет, г. Ташкент, Республика Узбекистан
Аннотация: оценивание - важная и незаменимая часть любого образовательного процесса, поскольку она показывает, чего достигли учащиеся и были ли достигнуты цели, поставленные учителями. Данная статья рассмотрит эффективность итогового оценивания, которое было успешно реализовано по предмету «Основы английского языка для академических целей» 2-го уровня на курсе CPFS (Certificate of Pre-Foundation Studies) в Международном Вестминстерском университете в Ташкенте. Также будут подробно рассмотрены принципы передовой практики, применяемые в оценке данного модуля. Ключевые слова: формирующее оценивание, итоговое оценивание, мотивация, совершенствование обучения.
Introduction
Prior to more profound discussion of assessment in Basics of English for Academic Purposes of level 2 module it is crucial to begin with recognising the difference between the two following types which are formative and summative. It is widely known that formative assessment helps students to achieve a particular level in learning. As regards summative assessment, it is a tool to see what students achieved within a course of study. Therefore, in teaching practice it is rather difficult to use only one of the types because they are equally important and widely used. Cohen (2004) states that, "The distinction between assessment to satisfy the needs of society ('summative' assessment) and assessment to help in both teaching and learning ('formative assessment'). Summative assessment is used for certification purposes, for example, if a student has learned the material and is capable of going on to further study. Formative assessment, on the other hand, takes place during the course and is useful in telling the student how learning is proceeding as well as telling the teacher about success of teaching". In concord with the above definition, formative assessment can be described as students' steps to further progress in learning. Students get guidance in learning by receiving feedback from teachers who show them the right direction to meet the learning criteria.
Moreover, we can quote Maxwell (2004) who states: "All progressive assessment necessarily involves feedback to the student about the quality of their performance. This can be expressed in terms of the student's desired learning outcomes and suggested steps for further development ad improvement". Since, assessment is an integral part of teaching and learning process, it should be based on the following principles of good practice: firstly, assessment should be transparent to students and free from bias in marking. Therefore, it is to be based on the assessment criteria determined by stated learning outcomes for reference by students and assessors. Secondly, assessment criteria should be determined by academic level of students and with the close reference to the learning outcomes for the individual module. Learning outcomes identify what students should be able to demonstrate upon completion of the module. In addition, assessment may include different formats varying from in-class, examinations, presentations, posters, portfolio, projects, coursework and dissertations. Race (2005) also suggests that assessment should be valid, authentic,
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incremental, motivating and equitable. He also asserts that assessment should promote deep learning. Finally, assessment should be both formative and summative accompanied with formal or informal feedback.
The implementation of Formative Assessment
According to Reece (2000) formative assessment employs three principles. Firstly, short - term informal assessment is given to students' tests or homework with the purpose of students' general improvement. The second principle is rapid feedback based on question and answer or through tutorial situation. The last principle indicates motivation of students. It relates to a friendly way in which feedback is provided, so that students are more encouraged to improve. Informal assessment is presupposed to be provided with immediate comments on students' performance if necessary. It may serve a purpose of on-going improvement in learning. Thus, the formative assessment goes together with informal feedback. There is a vivid interrelation between them, i.e. final formation in learning is done by giving commentaries to students on overall progress. For example, in Basics of English for Academic Purposes of level 2, a module team had decided to introduce a formative assessment which includes three stages of implementation. Initially, students of BEAP 2 were given a text about the negative consequences of video games to read at home and take notes. Later, students had the listening part of the assessment and took notes of the authentic talk, which was related to the positive effects of playing video games. After the listening part was over it was necessary to write a short summary on both the text and the talk. Having planned the assessment of this nature, the following objectives were set: firstly, students were supposed to learn how to work with texts and distinguish main information. Secondly, the listening part was aimed at developing listening and note-taking skills. Finally, students were taught how to summarise and paraphrase information from different sources. Having completed all the tasks of the assessment students were provided with the informal feedback.
Fig. 1. Students' mark distribution
After that, the students' final papers were checked which further indicated the following outcomes: the average students' marks varied between 55 and 69. Just over half of students showed this result. Other 20 students were successful in completing the task and got good marks from 70 to 84. The top marks were given to 2 students who showed exemplary works. Even though 24 students got the marks below 40, 83 % of students passed the assessment component (Fig. 1).
Conclusion
Traditionally, it is believed that the results revealed by summative assessment are accepted as an indicator of learning process. Similarly, the learning process can be improved if students get timely formative feedback. On one hand, BEAP 2 students' marks show that formative assessment helped them to identify their strengths and weaknesses, and work on the areas that needed to be improved. On the other hand, the teachers could provide assistance in students learning process and address their weak points. To conclude, it can be said that formative assessment is ongoing and can serve as a step towards summative assessment at the end of a learning process.
References / Список литературы
1. Cohen L., Manion L., Morrison K., 2004. Teaching Practice. 5th ed. Routledge Falmer.
2. Maxwell G. (2004). Progressive assessment for learning and certification: some lessons from school-based assessment in Queensland, in Harlen W. [online]. [Electronic Resource]. URL: <http:k1.ioe.ac.uk/tlrp/org/images/ ASF%20report%204%20Appendix520E.pdf/ (date of access: 17.05.2021).
3. Race P., Brown S. and Smith B. (2005) 500 Tips on assessment: 2nd edition. London: Routledge.
4. Reece J. and Walker S. (2000). Teaching and learning training. 4th ed. Business Education Publishers LTCL.
5. Teaching in Diverse Classroom (2000). [online] [Electronic Resource]. URL: <http: www.usc.edu/ programs/cet/private/pdfs.teaching-nuggets/diverse-classroom.PDF/ (date of access: 17.05.2021).
ROLE OF LINKED TEXT AS TRAINING MATERIAL IN RUSSIAN
LANGUAGE LESSONS Umarova D.Z. (Republic of Uzbekistan) Email: Umarova581 @scientifictext.ru
Umarova Dilmura Zakirovna - Senior Teacher of Russian language, DEPARTMENT OF THE UZBEK LANGUAGE AND LITERATURE, FERGANA POLYTECHNIC INSTITUTE, FERGANA, REPUBLIC OF UZBEKISTAN
Abstract: in this paper we are blessed issues related to the study of the characteristics of text materials and their role in the process of learning language and literature. The paper is devoted to intersubjective texts as the basis of text centered approach while teaching a russian language to form lexical skills of professional speaking, the significance of texts as the main teaching element, the necessity of authentic texts as well as their meaning from relative sciences' point of view dealing with teaching a russian language. The author shares the experience of developing students' ability to communicate in Russian in specific, professional, business, scientific areas and situations, taking into account the peculiarities of professional thinking, that is, professionally oriented learning.
Keywords: text minimum, learning objectives, periodical press, the problem of teaching the Russian language, benefit, teacher, student, text.
