scholarly journals Pedagogical Technologies and Assessment Tools Used in Teaching the Discipline "Foreign Language (For Academic Purposes)" to Students of the Bachelor's Program 09.03.02 "Information Systems and Technologies"

2020 ◽  
Author(s):  
Alisa Evgenevna Mozheevskaia
Keyword(s):  
Information Systems ◽  
Foreign Language ◽  
Assessment Tools

scholarly journals Development of foreign language communicative competence in the process of academic and professional interaction in a second foreign language

2020 ◽  
Vol 9 (3) ◽  
pp. 282-286
Author(s):  
Irina V. Odaryuk ◽  
Artem S. Gampartsumov
Keyword(s):  
Foreign Language ◽  
Learning Technologies ◽  
Educational Process ◽  
Assessment Tools ◽  
Comparative Approach ◽  
Federal State ◽  
Native Languages ◽  
Educational Standard ◽  
Methodological Principles ◽  
State Educational

This paper examines the peculiarities of teaching German as a second foreign language in a railway university. The analysis emphasizes the inefficiency of traditional methods and the success of the bilingual approach, which consists in a harmonious combination of methodological principles of teaching the first and second foreign languages. The authors carry out a theoretical analysis of the fundamental principles of teaching a second foreign language: a comparative approach, the principle of reliance on the first foreign and native languages, an autonomous approach, a cognitive principle. The paper deals with the issues related to interference and transfer in teaching a second foreign language. Project methods (simulation, presentation speech, Lapbook-technology) tested by the author in the learning process are offered as learning technologies, the use of which facilitates effective mastering of foreign language skills and abilities. The syllabus of the course A Second Foreign language developed by teachers of the Rostov State Transport University in accordance with the new edition of the Federal State Educational Standard is analyzed. The conclusion is made that this syllabus satisfies the requirements put forward by methodologists to the process of teaching a second foreign language. The analysis of the organization of the educational process with the use of textbooks and a fund of assessment tools prepared for the course is expected to be the subject of our further research.

scholarly journals Advantages of authentic assessment over traditional assessment while teaching English to university students majoring in non-linguistic subjects

2018 ◽  
Vol 7 (4) ◽  
pp. 287-293
Author(s):  
Irina Evgenyevna Abramova ◽  
Elena Petrovna Shishmolina ◽  
Anastasia Valeryevna Ananyina
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Assessment Tools ◽  
University Teaching ◽  
Foreign Languages ◽  
Special Focus ◽  
Self Assessment

The paper analyzes existing approaches to assessing the results of teaching foreign languages to the university students majoring in non-linguistic subjects with a special focus on the advantages of authentic assessment. The authors stress the state-level need to develop and implement effective assessment tools for ESL university teaching, and substantiate the effectiveness of authentic assessment for increasing students motivation to learn English. They identify advantages of authentic assessment, including a possibility to track individual students learning progress, to effectively use peer assessment and self-assessment, to focus on students performance indicators, to create a success effect, and to present actual teaching and learning results or personal development achievements in the form of presentations, projects and other tangible accomplishments. The paper describes a unified system of control, assessment and evaluation of ESL teaching and learning results, developed by Foreign Languages for Students of Humanities Department at Petrozavodsk State University (Russia) for modeling a foreign-language environment and enhancing students language socialization. The authors give a detailed account of establishing procedures for the assessment of speaking and writing skills, and analyze a didactic potential of a foreign language portfolio as one of authentic assessment tools. They come to the conclusion that peer assessment, self-assessment and other authentic assessment methods help to shift the focus from teaching to learning and create optimal conditions for student-centered education process.

A learning agenda to build the evidence base for strengthening global health information systems

2020 ◽  
pp. 183335832093680
Author(s):  
Heidi W Reynolds ◽  
Shannon Salentine ◽  
Eva Silvestre ◽  
Elizabeth Millar ◽  
Ashley Strahley ◽  
...  
Keyword(s):  
Information Systems ◽  
Health Information ◽  
Opportunity To Learn ◽  
Health Information Systems ◽  
Evidence Base ◽  
Lessons Learned ◽  
Assessment Tools ◽  
Advisory Group ◽  
Learning Networks ◽  
Middle Income

Background: Evidence-based interventions are necessary for planning and investing in health information systems (HIS) and for strengthening those systems to collect, manage, sort and analyse health data to support informed decision-making. However, evidence and guidance on HIS strengthening in low- and middle-income countries have been historically lacking. Objective: This article describes the approach, methods, lessons learned and recommendations from 5 years of applying our learning agenda to strengthen the evidence base for effective HIS interventions. Methods: The first step was to define key questions about characteristics, stages of progression, and factors and conditions of HIS performance progress. We established a team and larger advisory group to guide the implementation of activities to build the evidence base to answer questions. We strengthened learning networks to share information. Results: The process of applying the learning agenda provided a unique opportunity to learn by doing, strategically collecting information about monitoring and evaluating HIS strengthening interventions and building a body of evidence. There are now models and tools to strengthen HIS, improved indicators and measures, country HIS profiles, documentation of interventions, a searchable database of HIS assessment tools and evidence generated through syntheses and evaluation results. Conclusion: The systematic application of learning agenda processes and activities resulted in increased evidence, information, guidance and tools for HIS strengthening and a resource centre, making that information accessible and available globally. Implications: We describe the inputs, processes and lessons learned, so that others interested in designing a successful learning agenda have access to evidence of how to do so.

scholarly journals Direct heat resource assessment and subsurface information systems for geothermal aquifers; the Dutch perspective

2012 ◽  
Vol 91 (4) ◽  
pp. 637-649 ◽  
Author(s):  
L. Kramers ◽  
J.-D. van Wees ◽  
M.P.D. Pluymaekers ◽  
A. Kronimus ◽  
T. Boxem
Keyword(s):  
Information Systems ◽  
The Netherlands ◽  
Economic Performance ◽  
Geothermal Energy ◽  
Regional Scale ◽  
Heat Content ◽  
Resource Assessment ◽  
Assessment Tools ◽  
Geothermal System ◽  
Lithostratigraphic Units

AbstractA resource assessment methodology has been developed to designate prospective high permeable clastic aquifers and to assess the amount of potential geothermal energy in the Netherlands. It builds from the wealth of deep subsurface data from oil and gas exploration and production which is publicly and digitally available. In the resource assessment various performance indicator maps have been produced for direct heat applications (greenhouse and spatial heating). These maps are based on detailed mapping of depth, thickness, porosity, permeability, temperature and transmissivity (methodology presented in other papers in this NJG issue). In the resource assessment analysis 14 lithostratigraphic units (clastic aquifers) have been considered, ranging in age from the Permian to the Cenozoic. Performance maps have been made which include a) the expected doublet power (MWth) to be retrieved; b) the number of houses or hectares that can be heated from one doublet; and c) a potential indicator map, which provides insight in subsurface suitability for specific applications from a techno-economic perspective. To obtain a nationwide overview of the resource potential in terms of recoverable geothermal energy, a progressive filtering approach was used from total heat content of the reservoirs (Heat In Place – HIP) via the heat that can potentially be recovered (Potential Recovery Heat – PRH) to energy maps taking into account a techno-economic performance evaluation (Recoverable Heat – RH). Results show that the HIP is approximately 820,000 PJ which is significantly more than previous estimates of around 90,000 PJ. This considerable increase in geothermal energy potential is the result of accurate geological mapping of key reservoir properties and the development of state-of-the-art techno-economic performance assessment tools that performs Monte Carlo simulation. Moreover, for the previous estimates boundary conditions were set with the aim to compare the geothermal potential between different EU countries (Rijkers & Van Doorn, 1997). Taking into account techno-economic aspects, the RH is in the order of 85,000 PJ. This is equivalent to ~70% of the ultimate recoverable gas of the Slochteren Gas field. In total over 400 maps have been created or used as input for the resource assessment. Together, they provide comprehensive information for geothermal energy development from various stakeholder perspectives. The maps can be interactively assessed in the web-based portal ThermoGIS (www.thermogis.nl). This application complements existing subsurface information systems available in the Netherlands and supports the geothermal community in assessing the feasibility of a geothermal system on a regional scale.

scholarly journals Use of formative assessment at foreign language classes in higher education institute

2021 ◽  
pp. 74-80
Author(s):  
Yuliya M. Orekhova
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Formative Assessment ◽  
Self Regulation ◽  
Educational Process ◽  
Assessment Tools ◽  
Self Report ◽  
Language Class ◽  
Language Classes ◽  
Assessment Technology

The article is devoted to the problem of modernization of the education process in higher education institutes related to the implementation of the new Federal educational standard. The new educational paradigm requires searching for new innovative ways of forming of the key competences for personal and professional development. Russian scientists point to the situation in modern pedagogy when the use of innovative teaching methods contradicts traditional assessment systems. In the context of competence-based approach this contradiction can be eliminated by the introduction of new assessment methods, and then by the creation of assessment tools. The author suggests using the technology of formative assessment for the achievement of the educational and cognitive aspects of a foreign language class and the development of students regulatory skills. The key ideas of formative assessment technology, feasibility of its usage at foreign language classes in high school and phases of its implementation into the educational process are described in the present article. The educational and cognitive aspects are graphically presented in the system school-university. The educational and regulative students skills (self-control, self-evaluation, self-regulation) developed by the regular use of the technology at classes are listed. The author analyzes the main techniques of formative assessment technology (criteria-based assessment, comment from a teacher, mind map, self-report, feed-back), the implementation of which is thought to be the most effective at university, and give examples of their use at English classes.

scholarly journals Mitigating negative transference in foreign language articulatory phonetics: Revisiting explicit instruction

2021 ◽  
Vol 33 ◽  
pp. 11-25
Author(s):  
Lisa C. Wagner ◽  
Mónica Rodríguez-Castro ◽  
André Zampaulo
Keyword(s):  
Foreign Language ◽  
Explicit Instruction ◽  
Reading Speed ◽  
Oral Communication ◽  
Assessment Tools ◽  
Control Group ◽  
Pronunciation Instruction ◽  
Language Classroom ◽  
Articulatory Phonetics ◽  
Post Test

The development of oral communication competence is acknowledged as generally overlooked or misunderstood in the literature. The aim of this article is to discuss results from an investigation into the use of explicit instruction as a pedagogical approach to mitigate pronunciation interference among third-year university students learning Spanish as a second-language. Two groups were formed: an experimental group, which received explicit phonetic instruction, and a second group, which served as the control group. Three raters independently evaluated phonetic accuracy in pretest and post-test sessions. Results suggest that pronunciation instruction leads to statistically significant improvement with regard to syllabification, prosodic stress, natural reading speed, intonation patterns, and the pronunciation of rhotic, voiced stop, approximant, and fricative consonants. Results also indicate that the assessment tools developed in this study are appropriate for measuring the overall enhancement of Spanish pronunciation accuracy, and could therefore be used in the foreign language classroom.

scholarly journals Possibilities of the textocentric approach in control and assessment of students’ general cultural competency

2021 ◽  
Vol 1 (118) ◽  
pp. 48-56
Author(s):  
Nadezhda N. Klementsova ◽  
Keyword(s):  
Foreign Language ◽  
Cultural Competency ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Assessment Tools ◽  
Practical Significance ◽  
Language Classroom ◽  
Technical University

General cultural competency is considered as an essential factor for the development of the student's personality and an important instrument of improving the quality of education. The relevance of the research is determined by the need to control the formation of general cultural competency, as one of the results of the educational process, and the lack of methods for assessing it at technical university. The article is aimed at solving a set of problems related to the control and assessment of the general cultural competency of students, with regard to the possibilities realized in the process of foreign language teaching at technical university. The study is carried out in line with the textocentric approach to the general cultural competency formation developed by the author. The ability of general cultural competency to be diagnosed is ensured by the proven correlation between a number of general cultural competency components formed in the foreign language classroom and textual skills of students. This correlation makes it possible to diagnose the general cultural competency of students on the basis of evaluating the results of their textual activity which dominates in the course of the foreign language teaching. Textocentric approach makes it possible to develop two methods of assessing general cultural competency described in the paper and testifying to its practical significance: express assessment which is relevant for classroom monitoring, and detailed diagnostics which meets the tasks of final examination of students. Text is characterized not only as the means of forming general cultural competency but also as the main means of assessing it. The prospects of using textocentric approach in the development of the assessment tools fund are linked to the ability of the approach to maintain the continuity of diagnosing general cultural competency at different stages of its formation under conditions of various types of control.

COMBINING GEOSPATIAL ANALYSIS WITH DEMENTIA RISK UTILISING GENERAL PRACTICE DATA: A SYSTEMATIC REVIEW

2017 ◽  
pp. 1-7
Author(s):  
N. Bagheri ◽  
K. Wangdi ◽  
N. Cherbuin ◽  
K.J. Anstey
Keyword(s):  
Risk Assessment ◽  
General Practice ◽  
Information Systems ◽  
Geographical Information Systems ◽  
Geospatial Analysis ◽  
Assessment Tools ◽  
Geographical Information ◽  
Analysis Techniques ◽  
Dementia Risk ◽  
Risk Assessment Tools

Geographical information systems (GIS) and geospatial analysis techniques will help to identify significant dementia risk clusters (hotspots) across communities and will enable policy makers to target prevention interventions to the right place. This review synthesises the published literature on geospatial analysis techniques for quantifying and mapping dementia risk, and reviews available dementia risk assessment tools. A systematic literature review was undertaken in four medical and life sciences databases (PubMed, Cochrane Central, Embase, and Web of Sciences) from their inception to March 2017 for all articles relating to dementia. The search terms included: ‘dementia’, ‘Alzheimer’s disease’, ‘general practice database’, ‘family physician’, ‘AD risk assessment tools’, ‘Geographical Information Systems’ and ‘geospatial analysis’, ‘geographical variation’ and ‘spatial variation’. To date, most geospatial studies on dementia have been carried out retrospectively using population based data. An alternative approach is utilisation of a rich source of general practice (family physician) databases to predict dementia risk based on available dementia risk assessment tools. In conclusion, the estimated risks of dementia can thus be geo-attributed and mapped at a small scale using geographical information systems and geospatial analysis techniques to identify dementia risk clusters across the communities and refine our understanding of the interaction between socio-demographic and environmental factors, and dementia risk clusters.

Implementation of Health Information Systems in Romania

2006 ◽  
Vol 45 (01) ◽  
pp. 121-124
Author(s):  
M. Bazavan ◽  
D. D. Farcas ◽  
G. I. Mihalas
Keyword(s):  
Primary Care ◽  
Information System ◽  
Information Systems ◽  
System Analysis ◽  
Healthcare Management ◽  
Lessons Learned ◽  
Assessment Tools ◽  
Healthcare Information ◽  
Current State ◽  
Care Systems

Summary Objectives: The paper aimed to present and analyze the development of Healthcare Information Systems in Romania during the last decade. The first part was dedicated to the analysis of a large national project, HMIS – Healthcare Management Information System, and the second to the current state of the hospital information systems and primary care systems. Methods: The approach of a “case study” was used. The description of the HMIS project comprised the objectives and its structure, implementation, results and lessons learned. This is followed by a classical short presentation of the current state at the hospital and primary care levels. Results: The very modest results of the HMIS project were critically analyzed, listing the ‘failure factors’ at various moments, both weak points of the project as well as the consequences of the structural-organizational changes within the Romanian healthcare system during the implementation. However, mainly positive results were registered in the last years at lower levels, hospitals and primary care, which can also partially be interpreted as ‘lesson learned’. Conclusions: There are several things to be learned from the Romanian experience. Healthcare information system analysis is quite complex. Obtaining better results requires several additional measures including better education and training, adopting standards and appropriate quality assessment tools.

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