Evaluation Of Educational Achievements Research Articles

CONDUCTING AND CHOIR TRAINING FOR MASTER’S STUDENTS MAJORING IN SPECIALTY 014.13 SECONDARY EDUCATION (MUSIC ART)

The article reveals the peculiarities of conducting and choral training for students of the second (master’s) level of higher education, specialty 014.13 Secondary education (Music art). The Hryhoriy Levchenko Department of Music of Poltava V. G. Korolenko National Pedagogical University has considerable experience in training masters of music art, in particular, in specialties 8.010103 Pedagogy and methods of secondary education. Music, 8.02020401 Music art, 014.13 Secondary education (Music art). Conductor and choir training in the educational and professional programs of master’s training occupies an important place and is carried out within the courses “Choir Conducting,” “Conducting,” and “Solo Singing and Conducting.” In the process of studying educational components, general competencies are formed (the ability to affirm humanistic ideals, democratic values, and traditions of Ukraine; the ability to critically analyze and evaluate modern pedagogical and artistic phenomena, generate new ideas when solving practical tasks, complex and innovative problems; the ability to form, based on self-knowledge own style of pedagogical and artistic and creative activity; the ability for self-improvement and self-education) and professional competence (the ability for artistic (instrumental, vocal, conducting and choral) and cultural and educational activities, for a competent assessment of artistic and pedagogical phenomena; the ability to justify and implement a pedagogical and performing idea and interpret a musical work by means professional and pedagogical speech). Program learning outcomes are the ability to take into account the specifics of artistic directions, styles, and genres in the verbal and performance interpretation of musical (artistic) works; mastery of basic means and methods of performing musical works; skills to integrate complex performing techniques (instrumental, vocal, conducting) in professional activities; formation of an individual style of pedagogical and artistic and creative activity through self-discovery, self-improvement and self-education in the educational space. The specificity of the educational discipline involves the implementation of the educational process in the form of individual practical classes. They have an established structure: checking the performance of individual independent tasks; analysis and characterization of works of the educational repertoire; intonation of choral parts; instrumental performance of choral scores; work on conducting equipment; conducting choral works; self-accompanying performance of songs from the children's repertoire. The main principles of successful training are the pedagogical direction of special conducting training; gradual complication of tasks, directing them to the creative level of mastering the course; providing conditions for the master’s student to choose ways and means of solving specific executive tasks; taking into account personal experience during the formation of professional competences; constant attention and demand for professional literacy; creating an emotional background, a creative atmosphere as a guarantee of the effectiveness of classes. Compilation of individual work programs is carried out on the basis of a thorough and systematic study of personal, and professionally significant abilities and qualities of the master’s student; development, correction, and optimistic forecasting of these qualities in the direction of integral professional training of the future specialist; correspondence of the educational material to individual abilities, the level of their general musical development and conducting technique; diversity of the repertoire in terms of content, style, genre, form, texture. Control and evaluation of educational achievements takes place in the form of the current, modular, and final evaluation of the achievements of master’s students in all types of classroom and extracurricular educational activities. The criteria for evaluating classroom work are executive conducting, vocal and instrumental interpretation of choral works; systematic, effective, purposeful work of a master's student to improve conducting and choral skills; highly artistic performance of works of the educational repertoire. The conducting and choral training of master’s students is carried out in the conditions of formal and non-formal art education, in particular in the creative laboratories of the Hryhoriy Levchenko Department of Music of PNPU.

Improving Vocational School's Learning Quality Through School-Based Management

The School-Based Management (SBM)-based Education Quality Improvement Program must be carried out continuously to maintain public trust so that the quality of education will produce professionals who can fill jobs according to their profession in the community. This study aims to analyze the quality of learning at SMK based on school-based management. This type of research is qualitative. The research approach used in this research is qualitative research. Research instruments were used as interview guidelines (questionnaires), observation guidelines, and documentation to obtain research data. The sample data are school residents: the principal, teachers, education staff, and the school committee. The data analysis technique uses descriptive qualitative analysis. The result of the research is that government policies have improved educational outcomes through 4 stages of design, namely evaluation of educational achievements, planning of educational evaluation, improving the quality of education, and monitoring the quality of education. SMK has implemented 4 main principles of School-Based Management/SBM: the Principle of Autonomy, the Principle of Flexibility, the Principle of Participation, and the Principle of Initiative.

CREATIVITY OF EGOR ZAGREBIN IN MODERN LITERARY EDUCATION

In this article, the features of studying the creative path and the artistic world of the Udmurt writer E. Zagrebin at the school lessons of Udmurt literature are considered. Much attention is paid to the contextual analysis of his literary works, which takes into account the biography of the writer and his creative laboratory, as well as the intertextual connections of a literary work and its interaction with other types of art. In order to form a holistic, versatile view of the writer's work, it is advisable to familiarize schoolchildren with the critical works that develop their ability to analyze literary works independently and help to form critical thinking. In addition, the functional and content potential of electronic forms of textbooks on Udmurt literature in the study of writers' creativity is revealed. Multimedia and interactive opportunities of an electronic textbook can become factors contributing to increasing the motivation of students to study Udmurt literature. For example, electronic simulators and final tests allow exciting and effective monitoring and evaluation of educational achievements of schoolchildren. The analysis of program materials on the creativity of E. Zagrebin presented in the article can be productively used by teachers for designing modern lessons of Udmurt literature.

Features of evaluation during distance learning

In the context of the COVID-19 pandemic, distance learning has become the main way to get an education. This gave impetus to the development and involvement of innovative information technologies in the management of the educational process. It, like other forms, has both advantages and disadvantages. One of the main components of the educational process is the verification and evaluation of educational achievements, which should be carried out at a distance. Control over the assimilation of material in this way of acquiring knowledge has its difficulties. Analysis of the literature of foreign sources only confirms that the topic of distance learning assessment is becoming increasingly important and needs to be developed and improved. The article considers the problem of knowledge assessment during distance learning and searches for the optimal model of control and ways to increase the effectiveness of control of educational achievements with the involvement of new forms and innovative technologies. Obviously, assessment during distance learning requires systematization and standardization and has prospects for further development in the field of control of knowledge acquisition. This direction of distance education development is a priority today and requires close attention of modern pedagogy.

Criteria for evaluation of educational achievements of primary school students with positional disorders in physical education lessons

The article substantiates the need to assess the success of junior high school students in physical education classes. The system of pedagogical control of coordination abilities of junior schoolchildren with postural disorders is presented, which objectively reflects the health effectiveness of physical education lessons in grades 1-4 and determines the quality of the process of motor training of students with musculoskeletal pathology. Given that coordination abilities and posture are interrelated, because since the mechanism of their development involves the same morphofunctional and psychophysiological indicators of the body, and informative strength and flexibility in forming a stereotype of posture, criteria for assessing the development of coordination skills, and as well as control tests and standards for assessing the strength of the muscular corset and flexibility of the spine of primary school children with posture defects. The choice of motor tests is related to the focus of exercise on the development of coordination skills, and also takes into account the informativeness of the strength of the muscular corset and the mobility of the spine. Objective criteria for assessing the academic achievements of students with postural disorders in physical education classes: in the motivational, cognitive and activity spheres are determined. There are three levels of academic achievement of student youth: low, medium, high. In an effort to achieve complete certainty in the establishment of a particular level, qualitative characteristics have been developed that allow to objectively assess the health effects of physical education lessons for students with posture defects.

Innovative technologies for the formation and assessment of competencies and skills in the XXI century

The paper classifies and generalizes innovative technologies for assessing the competencies and skills of the 21st century students in the education system. Taking into account the requirements of the international academic community, criteria for assessing students' competencies in the context of the formation of functional literacy, the ability to study and evaluate independence, global competence and meta-subject skills (soft skills) are considered. The necessity of ensuring continuity of assessment of students' competencies at the levels of general and higher education, as well as the results of formative assessment as an integrative innovative educational technology for the formation, control and evaluation of educational achievements, is emphasized. The possibilities of formative assessment for the development of meta-subject competencies of students are considered. It contains information on the innovative Evidence-Centered Design competency assessment methodology, which contributes to the further development of control and evaluation activities to ensure reliable and valid assessment of students’ achievements and quality assurance in a competency-based approach.

EFFICIENCY DIAGNOSTIC OF INFORMATION AND COMMUNICATION TECHNOLOGIES APPLICATION IN THE SYSTEM OF PROFESSIONAL COMPETENCE FORMATION OF FUTURE BIOLOGY TEACHERS

The article is devoted to the problem of formation of professional competence of future biology teachers in professional training in higher education. Information and communication technologies have been identified as an important factor in the formation of key and professional competences. It has been found that the following types of information and communication support are used in the professional training of science teachers: computer textbooks; computer reference books and encyclopedias; artificial intelligence programs; test programs; training programs; educational games; multimedia technologies; email and the Internet, etc. The directions and ways of optimization of the educational process on the principles of application of information and communication technologies are determined. Information and communication technologies are considered as a set of various technological tools and resources that are used to support the process of communication and creation, dissemination, storage and management of information. Based on the developed criteria, questioning of future biology teachers was carried out and practical recommendations were made regarding the expediency of using the author’s computer training program “Competent Approach in the Professional Training of Future Science Teachers”, the program provides for self-study and self-control of students and provides for the possibility of multiple courses. The objectivity of knowledge testing in this unit implies the correct construction of control questions, which at the same time gives the opportunity to distinguish the correct answer from the wrong one. It has been experimentally demonstrated that the formation of future biology teachers skills to work with the proposed program will develop computer literacy, competence in the natural sciences, information and digital awareness, the ability to learn throughout life, awareness of the need for rational use of nature. It is stated that the use of the developed program in the practice of professional training of a future biology teacher will increase the level of individualization and differentiation of teaching, facilitate the analytical work of the teacher on the use of methods of control and evaluation of educational achievements, organizations of the learning environment, favorable to self-development of students disciplines.

Evaluation of school achievements of students with special educational needs – a preliminary study

In the first part of the article, the authors present new regulations in Kazakhstan that oblige teachers to monitor students’ academic achievements; they also draw attention to problems relating to the evaluation system for students with special educational needs in inclusive education. This gave grounds for undertaking research with the aim to analyze foreign experiences (in selected countries) and reflect in detail on the student evaluation system in Kazakhstan. In the next part of the article, the authors briefly outline Australian solutions and then provide a more detailed description of Polish and Russian solutions. A special focus is given to the analysis of the Kazakh system monitoring academic achievements in students with special educational needs, and both positive changes and the need to develop new systemic solutions are pointed out. The authors have found that I. Altynsarin National Academy of Education developed psychological and pedagogical approaches (student-centered, activity-based, and health-saving), pedagogical conditions, tasks, and functions of criterial evaluation of educational achievements, and requirements for a system of criterial evaluation of educational achievements of young students with special educational needs in an inclusive environment. At the same time, the questions concerning the procedure for evaluating individual achievements, the selection of methods, forms, means, and conditions of assessment as well as the consideration of personal indicators and the teacher’s professional and psychological readiness to participate in the assessment of students’ achievements have not been answered. That is why it is necessary to continue research on the process monitoring academic achievements in students with SEN that would result in creating a system to evaluate the performance of students with SEN, taking into consideration the Kazakh solutions and best practices as well as other countries’ experiences.

Application of hybrid systems of evaluation to improve the quality of training in natural sciences and engineering disciplines

The article indicates the relevance of use of multi-stage assessment systems in higher education. Recommendations are given for the construction of hybrid systems of evaluation and the real experience of the course of “Information Technology” for technical university students. In conclusion, the authors examine the issues in implementation in the learning process of adaptive learning technology with active use of test evaluation of educational achievements.

A Forgotten Moment in Education Policy A Hungarian-Swedish Case Study from the Early 1970s

After the brutal uprising of 1956, there was a decade of gradual reform in Hungary under the Kadar regime. As part of this decade of reform, Hungary received permission to join the IEA (International Association for the Evaluation of Educational Achievements), an organisation that had been established in the late 1950s by the well known Swedish educator and researcher Torsten Husén, who played an intermediary role in education policy between the West and the East. One step in fulfilling this role was his initiation a summer school under the umbrella of the IEA in the Swedish resort area of Graenna. The Hungarians were theonly delegates from behind the Iron Curtain to participate. For them, it was a unique experience to view the centralised Swedish welfare state with contributions of American liberal democracy and education. This summer school of 1971 has since been forgotten, yet most of the initiatives of education policy after the political turn of 1989/90 have their roots there. This is especially true of the work and career of the well known Hungarian educator and a follower of Husén, the late Zoltán Bathory.

Hidden Norms in Assessment of Students’ Exam Essays in Norwegian Upper Secondary Schools

The article presents the cultural background, methodological design, theory, and results of a comprehensive research project where the doxa and textual norms of the judges at the national writing exam in Norway were studied. The background of the study is the quite comprehensive reforms in Norway of the way writing is taught in the upper secondary schools, the kind of writing that is encouraged in the schools, the kind of tasks that are used at the national writing exam, and how writing should be assessed in the Norwegian upper secondary schools, as well as the national writing exam. The study is related to comparable studies internationally, first and foremost the International Association for the Evaluation of Educational Achievements (IEA) study of writing.

Tarptautiniai paauglių pilietiškumo tyrimai

Straipsnyje pateikiamas tarptautinis pilietinio ugdymo tyrimas, atliktas 1996-2000 m. pagal IEA metodiką. Aprašomas ir tyrimo organizavimas: tyrimo etapai, moksleivių atranka, testavimo instrumentų struktūra. Drauge atskleidžiami ir kai kurie Lietuvos aštuntų klasių mokinių požiurio į valstybę ir pilietį ypatumai.

COMPUTER TESTING AS CONSTITUENT OF THE SYSTEM OF PEDAGOGICAL DIAGNOSTICS OF PUPILS’ COMPETENCE ON THE THEME "TABULAR PROCESSOR"

In the article the role of testing, which is the one of the most technological facilities of diagnostics and evaluation of educational achievements under the modern conditions, is considered. The test developed on the theme "Tabular processor" and realized in the system of the automatic testing is represented. The results of pupils testing with the use of the program Expert and diagnostics of educational achievements and the possible correction or replacement of tasks which are not corresponded to important indexes and the level of informative competence of pupils are presented.