Current Approaches on Forming the Assessment Tools Stock for Basic University Curricula

2016 ◽  
Vol 4 (1) ◽  
pp. 8-18 ◽  
Author(s):  
�������� ◽  
O. Naumenko ◽  
������ ◽  
M. Chandra
Keyword(s):  
Assessment Tools ◽  
Course Assessment ◽  
Assessment Program ◽  
University Curriculum ◽  
State Pedagogical ◽  
Potential Problems ◽  
Interdisciplinary Assessment ◽  
University Curricula ◽  
End Of Course Assessment

The paper presents the experience of the Volgograd State Pedagogical University in elaborating the assessment tools stock for the basic university educational programs for the current, midterm and end-of-course assessment. The role of disciplinary and interdisciplinary assessment toolkits in the structure of the basic university curriculum is defi ned. Also suggested is the author�s vision on how the assessment toolkits should be structured and also the techniques for developing such toolkits. Based on the specifi c examples, the authors show some possible approaches to assessing the level of students� competences formedness in the course of the current, midterm and end-of course certifying in the higher school institutions. The features, indicating various levels of competencies formedness are described. The technology for development of the End-of-Course Assessment Program is presented. The paper is focused mainly on the new approaches to selecting appropriate assessment tools for the state exam. Potential problems, arising while developing the assessment tools for the end-of-term exam on the �Education and Pedagogy� training program are identifi ed. Also presented are the examples of practice-oriented assignments, allowing, on the authors� opinion, to identify the level of formedness of the professionally signifi cant competences.

Sports Concussions (TBI), Imbalance, and Dizziness

2015 ◽  
Vol 25 (1) ◽  
pp. 36-41 ◽  
Author(s):  
Steven M. Doettl
Keyword(s):  
Assessment Tools ◽  
Vestibular Evoked Myogenic Potentials ◽  
Post Injury ◽  
Management Tools ◽  
Concussion Management ◽  
Post Concussion Syndrome ◽  
Behavioral Marker ◽  
Valid Assessment ◽  
Injury Assessment

It has been widely accepted that the assessment of balance after concussion plays a large role in determining deficit. Qualitative balance assessments have been an established piece of the post-injury assessment as a clinical behavioral marker of concussion for many years. Recently more specific guidelines outlining the role of balance evaluation in concussion identification and management have been developed as part of concussion management tools. As part of the ongoing development of concussions protocols, quantitative assessment of balance function following concussion has also been identified to have an important role. Frequently imbalance and dizziness reported following concussion is assumed to be associated with post-concussion syndrome (PCS). While imbalance and dizziness are common complaints in PCS, they can also be a sign of additional underlying pathology. In cases of specific dizziness symptoms or limited balance recovery beyond the initial post-concussive period, a quantitative vestibular assessment may also be needed. Electronystagmography and videonystagmography (ENG/VNG), rotary chair testing (RCT), and vestibular evoked myogenic potentials (VEMPs) have all been identified as valid assessment tools for vestibular dysfunction following traumatic brain injury (TBI). The assessment of balance and dizziness following sports-related concussions is an integral piece of the puzzle for removal from play, assessment of severity, and management.

The Kinney Three Paragraphs (and More) for Accounting Ph.D. Students

2019 ◽  
Vol 33 (4) ◽  
pp. 1-14 ◽  
Author(s):  
William R. Kinney
Keyword(s):  
Review Process ◽  
Student Experiences ◽  
Second Step ◽  
Practical Relevance ◽  
The Third ◽  
Validity Assessment ◽  
Essential Components ◽  
Potential Problems ◽  
Empirical Accounting Research

SYNOPSIS This Commentary is intended to help beginning Ph.D. students identify, evaluate, and communicate essential components of proposed empirical accounting research using a three-step process. The first step is a structured top-down approach of writing answers to three related questions—What, Why, How—that emphasize the central role of conceptual thinking in research design, as well as practical relevance. The second step is a predictive validity assessment that anticipates concerns likely to arise in the scholarly review process, and the third is consideration of the likely outcome and potential problems to be encountered if the proposal is implemented as planned. First-hand accounts of Ph.D. student experiences using the three paragraphs and three-step approach are presented, along with an exercise that beginners can use to help themselves identify, analyze, and anticipate problems to improve chances for research success ex ante.

scholarly journals Pursuing the SDG11 Targets: The Role of the Sustainability Protocols

2021 ◽  
Vol 13 (7) ◽  
pp. 3858
Author(s):  
Francesca Abastante ◽  
Isabella M. Lami ◽  
Marika Gaballo
Keyword(s):  
Direct Relationship ◽  
Evaluation Criteria ◽  
Assessment Tools ◽  
Social Aspects ◽  
Sustainable Cities ◽  
Sustainable Development Goal ◽  
The Social ◽  
Research Questions ◽  
The One

This paper is built on the following research questions: (i) What are the direct/indirect relationships between Sustainable Development Goal 11 (SDG11) and sustainability protocols? (ii) Could the sustainability protocols constitute a solution towards the achievement of SDG11? We underline that, on the one hand, the SDGs are guidelines to support the development of sustainable policies and thus address all elements that may affect them, and on the other hand, sustainability protocols are assessment tools to promote sustainability-conscious design while remaining focused on the built environment. In the Italian regulatory context, the paper highlights how this difference in terms of focus and scale means that they only overlap and mutually reinforce each other with regard to certain aspects, more related to energy and air pollution issues and less to the social aspects of sustainability. Even if there is not always a direct relationship between the evaluation criteria of the protocols and the indicators of SDG11, it is possible to conclude that the sustainability protocols can facilitate the achievement of the SDG11 targets, acting as a key for the implementation of sustainable cities and helping in structuring the process leading to sustainability in a broader framework.

scholarly journals Assessment under Covid-19: Exploring Undergraduate Students’ Attitudes towards Their Online Thesis Proposal Presentations vs. Face-to-face

2021 ◽  
Vol 7 (4) ◽  
pp. 139-155
Author(s):  
Olga Stognieva ◽  
Victor Popov
Keyword(s):  
Undergraduate Students ◽  
Testing System ◽  
Face To Face ◽  
Course Assessment ◽  
Teachers And Students ◽  
Students Attitudes ◽  
Business Informatics ◽  
Online Format ◽  
Students Satisfaction ◽  
End Of Course Assessment

This study conducted in an EFL setting investigates students’ perception of the thesis proposal presentation in an online format due to safety concerns during the Covid-19 pandemic. Fifty-five students aged 20-22 years old, level B2-C1 in English, in their fourth year of a Business Informatics Bachelor’s programme at HSE University, Moscow, were surveyed regarding their end-of-course assessment experience, which involved a Skype online presentation, rather than the usual face-to-face presentation. Data were collected using a researcher-made questionnaire consisted of 3 sections and 12 items. A mixed-method approach using quantitative and qualitative data was employed. The findings indicate that emergency transition to the new format did not affect students’ satisfaction or results of the presentation. Overall, students were more than satisfied with the online format, and the results were similar, if not better, than in previous years. To minimise the disadvantages of this format, recommendations for teachers and students were offered. This study might offer new insight on the most appropriate and beneficial oral testing system for students and staff.

scholarly journals A. MACEINOS FILOSOFINĖ PEDAGOGIKA

Problemos ◽  
2008 ◽  
Vol 75 ◽  
pp. 77-85
Author(s):  
Juozas Vytautas Uzdila
Keyword(s):  
Educational Philosophy ◽  
Phenomenological Analysis ◽  
School Education ◽  
Educational Institutions ◽  
National Education ◽  
Theory Of Education ◽  
State Pedagogical ◽  
History Of ◽  
And Training

Antanas Maceina (1908–1987) – iškilus tarpukario Lietuvos ugdymo mokslo – tautinio auklėjimo teorijos, pedagoginio santykiavimo, švietimo ir mokyklų vaidmens lietuvių kultūroje, pedagoginio vitalizmo problemos, fenomenologinės pedagoginio akto analizės, visuotinės pedagogikos istorijos – atstovas, pagrindęs filosofijos ir pedagogikos santykį, teigęs realistinį idealizmą. Pirmasis VDU apgynęs pedagogikos daktaro disertaciją Tautinis auklėjimas (1934, vadovas – prof. Stasys Šalkauskis), A. Maceina parašė kapitalinį Pedagogikos istorijos veikalą (1939), kuriame svarsto tautinio auklėjimo ir atitautinimo problemas, aiškina lavinimo ir auklėjimo esmę, teigia ugdymo kūrybinį pobūdį ir mokyklų laisvę valstybėje. Straipsnio autorius, vertindamas įvairialypį A. Maceinos pedagoginį palikimą, koncentruoja dėmesį į tautinio auklėjimo teorijos reikšmingumą, švietimo ir mokyklų vaidmenį keliant lietuvių kultūrą, taip pat į fenomenologinę ugdymo, ypač pedagoginio akto, analizę. Iš akiračio neišleidžiama A. Maceinos pedagoginių pažiūrų raida, ugdymo interpretacijų kaita, ryškėjančio filosofo pastanga kurti universaliąją pedagogiką. Nors A. Maceinos palikimo leidėjai suskubo ugdymo teoriją pavadinti „pedagogikos filosofija“, straipsnio autorius linkęs sugrąžinti autentiškesnį, paties pedagogikos veikalų autoriaus teiktą „filosofinės pedagogikos“ įvardijimą ir analizuoti jos virsmą į ugdymo filosofiją. Pagrindiniai žodžiai: ugdymo filosofija, pietizmas pedagogikoje, tautinio auklėjimo ir atitautinimo teorija, švietimas ir mokykla valstybėje, kūrybinis ugdymo pobūdis.Philosophical Pedagogy of A. MaceinaJuozas Vytautas Uzdila SummaryAntanas Maceina (1908–1987) is an outstanding representative of pedagogical education inbetween the two wars. He worked in the spheres of the theory of national education, pedagogical correlation, and the history of world pedagogy, analyzed the role of education and educational institutions in Lithuanian culture, the problem of pedagogical vitalism, and gave a phenomenological analysis of the pedagogical act. A. Maceina grounded the close connection between philosophy and pedagogy, asserted their integral synthesis and realistic idealism. At Vytautas Magnus University he was the first to maintain a doctoral dissertation in pedagogy “National Education” in 1934 (scientific research supervisor Prof. Stasys Šalkauskis). In 1939, A. Maceina wrote his great work “A History of Pedagogy” where, with his characteristic pietism, he considered the problems of national education and denationalization, elucidated the essence of education and training, asser ted the creative nature of fostering and the freedom of educational institutions in Lithuania. The article focuses on A. Maceina’s diverse pedagogical heritage emphasizing the significance of his theory of national education, the role of school education in promoting Lithuanian culture, the phenomenological analysis of the pedagogical act, the development of his ideas of pedagogy, and his determined attempt to create world pedagogy. Although the publishers of A. Maceina’s works labeled his theory of education as “philosophy of pedagogy”, the author of the article is inclined to call back a more authentic term “philosophical pedagogy” given by A. Maceina himself and then to analize its transformation to educational philosophy.Keywords: philosophical pedagogy, educational philosophy, pietism in pedagogy, theory of national education and denationalization, school education in the state, pedagogical act, creative nature of education.

Changes in the Engineering Competence Requirements in Educational Standards

2019 ◽  
pp. 70-79 ◽  
Author(s):  
Aleksandr Vasilyevich Berestov ◽  
Gennady Konstantinovich Baryshev ◽  
Aleksandr Pavlovich Biryukov ◽  
Ilya Igorevich Rodko
Keyword(s):  
Training Programs ◽  
Assessment Tools ◽  
High Tech ◽  
Competence Assessment ◽  
Educational Standards ◽  
Educational Training ◽  
Prognostic Analysis ◽  
Engineering Standards ◽  
National Technology

This chapter presents prognostic analysis results concerning the changes in the engineering competence requirements. It is noted that professional competences of future experts in this field are undergoing certain changes related to the need for operating complex systems and working in a team in uncertain contexts in order to support and ensure good management throughout the entire high-tech systems life-cycle. It has been established that certain technological areas of the National Technology Initiative (NTI), which is being implemented now, are not provided with the educational training programs by the adopted Federal National Educational Standards (FNES). This chapter also focuses on the role of Worldwide CDIO Initiative international engineering standards of education in the development of new engineering competence assessment tools to enhance the national system of educational standards and includes National Research Nuclear University MEPhI's own educational standards in higher education as an example.

The Role of Teaching Materials in Cognitive Development Focusing on the “Emergence of Symbolic Functioning” and Behaviour Issues

2021 ◽  
pp. 73-97
Author(s):  
Eiko Tatematsu
Keyword(s):  
Cognitive Development ◽  
Assessment Tool ◽  
Autism Spectrum ◽  
Social Adaptation ◽  
Assessment Tools ◽  
Cognitive Profiles ◽  
Teaching Materials ◽  
Teaching Device ◽  
Symbolic Functioning

The purpose of this chapter is to discuss the role of teaching materials focusing on the “Emergence of Symbolic Functioning” and latent behaviour issues. First, a literature review is performed on the behaviour issues associated with intellectual disability (ID) and autism spectrum disorder (ASD). Three kinds of assessment tools used in this study are described with underlying developmental meanings. Especially, one of those tools, a teaching device named “Tamahimo” is introduced as a practical assessment tool to visualize participants' cognitive conditions. Three cases, two adolescents and one young adult with ID, are discussed, with their autism-like behaviours and characteristic cognitive profiles evaluated using the assessment tools. All cognitive development is judged as corresponding to the “Emergence of Symbolic Functioning,” that is, the qualitative transition phase from non-symbolic to the explicit existence of a symbolic functioning stage. Factors preventing social adaptation are discussed as they relate to unstable cognitive conditions.

Promoting Civic Engagement through University Curricula

2017 ◽  
pp. 218-235 ◽  
Author(s):  
Bryna Bobick
Keyword(s):  
Civic Engagement ◽  
University Students ◽  
Mission Statements ◽  
University Administrators ◽  
Universities And Colleges ◽  
The Arts ◽  
University Curricula ◽  
The University ◽  
Insight Into

In recent years, universities and colleges are including civic engagement in their mission statements. University administrators are increasingly encouraged faculty and students to participate in civic engagement both on and off campus. Various stakeholders should be part of this conversation in order to create a setting for learning that reflects the mission of the university or college. In this study, sixteen university freshmen participated in civic engagement through a freshman honors forum course. In addition to promoting civic engagement, the course supported the arts and museums in Memphis, Tennessee. Pre and exit surveys were conducted the participants to gain insight into their thoughts and experiences towards the course's curriculum. Their experiences provide a window into thinking about the role of civic engagement with university students.

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