Essence Of Assessment Research Articles

ПЕДАГОГІЧНИЙ ІНСТРУМЕНТАРІЙ ОРГАНІЗАЦІЇ ФОРМУВАЛЬНОГО ОЦІНЮВАННЯ В ЗАКЛАДАХ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ

The article defines the normative documents which regulate the assessment system in general secondary education institutions of Ukraine, in particular at the level of primary school. The views of foreign scholars (W. Stones, A. Kelly, T. Kellaghan, W. Greeny) on the essence of assessment, which means any procedure or activity used to gather information about the knowledge, skills, attitudes of a student or groups of students. The attention is focused on the fact that in the Ukrainian school, assessment is considered as a process of obtaining data on the state of formation students’ learning outcomes, analysis of these data and its formulation based on judgments about the object being evaluated. The purpose of assessment is to create enabling environment for the development student’s talents and abilities, the formation of competencies and cross-cutting skills in accordance with age and individual psychophysiological characteristics and needs, as well as determining the quality of education and finding ways to improve its effectiveness. The essence of formative assessment is revealed - a type of current assessment, which is aimed at clarifying individual problems in mastering the students’ program material and preventing difficulties in the subsequent stages of learning. The distinctive features of formative assessment in comparison with the current point assessment at the level of subject, object, forms, nature of assessment are determined. The algorithm of the teachers’ actions in the process of organizing formative assessment of primary school students is characterized (formulation of objective and understandable for students learning goals for a certain period; informing students about assessment criteria; providing students with feedback on their academic achievements in accordance with defined goals; creating conditions for reflection, adjustment of the educational process taking into account the results of assessment and students’ learning needs ). Techniques for organizing formative assessment of elementary school students are proposed: "Cards for clarifying the material", "Supplement statements", "False statements", "Find differences", "Two stars and one wish", "One minute essay", "Educational portfolio", etc.

Liveness Aesthetics and Assessment Processes in the Fls2n Dance Creativity Branch Competitionat the High School Level in the Pandemic

This study aims to provide new ideas about liveness aesthetics and the assessment process in the FLS2N dance creativity competition at the high school level during the pandemic. This study uses a phenomenological approach with data sources in the form of the FLS2N technical guidelines in 2021. Data collection is carried out by observation, interviews, and literature studies, both in print and digital. The results showed that there were differences in the assessment indicators in the branch of dance creativity when presented in person or virtual. This idea is expected to be the subject of further discussion about what indicators should be and as an essence of assessment in the work of dance works that are presented in a virtual space.

Students' perception about 'Model Answer' method as a reflective tool for assessment & teaching-learning in Forensic Medicine

Assessment is an integral part of the curriculum and it is always being attempted to connect teaching with learning. Formative assessment has been established as the best way to monitor a student's progress during the learning process. The essence of assessment is the purpose for which an assessment is done. Formative assessment is formative only if the teacher provides feedback to the student. Assessment without feedback may be a lost opportunity for a student to understand and correct the mistake. Challenges have also been perceived previously for providing feedback. Simply providing unstructured feedback might not ensure student's proper understanding of their use as desired by the teacher. The department of Forensic Medicine and Toxicology at our institute practices 'Model Answer' method to provide structured feedback following each formative assessment of medical students for the past few years. The model of 'model answer' used in this study differs from the previously suggested models with few modifications such as it is completely structured, enriched with specific and elaborative feedback and following up the assessment as early as possible. This study is an effort to note the perceptions of students about the effectiveness of the method. Most of the students agreed that this method helped them to learn from assessment, clarify concepts, to discuss commonly occurring mistakes, to learn from other's mistakes, to improve their writing skills, to identify their mistake and understand the appropriate response with reasons. Furthermore, they agreed that the method provided an opportunity for discussion and hence it leads to transparent and unbiased assessment. Structured feedback is essential to inform students about what they are doing well and what requires improvement. The structured model answer method with feedback may create a culture which includes an assessment for learning.

Сущность формирующего контроля и его роль в обучении иностранному языку

We consider the main principles of constructivism (taking into account and developing the cognitive interests of students, encouraging mutual learning and activating peers as sources of learning), which underlie modern pedagogy and linguodidactics,. A comparison of a traditional lesson and a lesson based on the principles of constructivism is carried out, it is shown how the es-sence of assessment and the attitude towards it change at the present stage of development of education and in theory. Particular attention is paid to the problem of formative assessment, in particular, its specifics are discussed at different stages of teaching and the roles that are assigned in it to participants in the educational process – teacher, student and classmates. The definition of formative assessment is clarified and its various aspects are considered: the involvement of students in the process of goal-setting, self- and mutual control; the quality of the questions used by the teacher in the classroom and the quality of the feedback; subsequent use of the results of the final control for teaching purposes. The functions of formative assessment are revealed. The levels of formative assessment (low, medium and high) are analyzed, the choice of which depends on the learning context. The relevance of formative assessment to educational results with an emphasis on the development of subject and meta-subject skills in accordance with the Federal State Educational Standard of General Secondary Education is demonstrated.

ASSESSMENT OF IMPACT OF COVID-19 CHALLENGES ON PSYCHOSOCIAL WELL-BEING OF NIGERIANS

Assessment of the impact of COVID-19 challenges on the psychosocial wellbeing of the Nigerian populace are the focus of this paper. There are diverse reasons for the essence of assessment of this pandemic; however, the major reason is to document it for future generations. This study, therefore, examined the challenges faced by the populace as a result of COVID-19 pandemic in the South-Western zone and Nigeria as a whole. The study was conducted using a volunteering sampling technique and 335 participants were used using telephone inquiry. Those who completed the interview were 203 (60.6%) males and the rest 132 (39.4%) were female respondents. The instrument has a reliability coefficient of 0.76. Some of the challenges or impacts of COVID-19 on Nigeria populace are hunger, lawlessness, arm robbery, economic crisis, political crisis, financial problem, and hike in the price of essential commodities, young adults resulting in abuse of drugs, raping, pool betting, and internet fraudsters. The spiritual houses like churches, mosques, and shrine were closed up, couples that have given up raising child still found themselves in it as a result of lockdown order and finally the loss of love ones due to CORONA Virus. Based on these findings it was concluded that COVID-19 among the citizenry had cost Nigerians a lot of havoc. Article visualizations:

Programming and Implementation of Assessment

The process of assessment is a continuous process which is periodically being analyzed and planned for the efficiency of labor wherewith it enables achievement of successful strategic goals of the enterprise. The basis goal of assessment is study from the past and improvement of the future. To assess means to collect information about the outcome of the labor, about the behavior at work, to analyze these information, to identify the criteria and the indicators for assessment in order to support the feedback loop with the employees. The essence of assessment comprises of measurement and assessment of the outcomes and the manner how people achieved that, in order to create conditions for development of rightful awarding. Today the process of implementation of assessment in many developed countries is treated as an integral part in the field of development of policy of human potential.