Formative assessment as a means of forming the pupil's learning trajectory

The article examines the types of assessment in the modern school. The importance of formative assessment for the formation and development of personality, to achieve the designed learning outcomes, their correction and selection of tasks for individual work by each pupil to improve results is analyzed. Models of teaching in a modern school are described, and those that promote the development of individuals with «growth intelligence», for which formative assessment is used, are identified. The authour determines the principles and functions of formative assessment, the methods of formative assessment and the list of most often used methods in practice by teachers. Particular attention is paid to the benefits of using digital tools for formative assessment and to the fact of their active use by teachers, especially in blended learning. The paper proposes to design the assessment process: designing assessment by a teacher in a course and in a topic with the creation of a visualized plan for pupils and designing assessment in class with pupils through joint setting of diagnostic goals, involving pupils in planning learning activities in accordance with principles of systematicity, planning, differentiation. The value of feedback for the formation of an individual educational trajectory is determined and the conditions of its effectiveness are given. The paper notes the importance of both formative and final assessment and their integrated use: formative assessment – to provide feedback and correction of learning, final – to record learning outcomes. Conclusions are made on improving the progress of pupils in learning when planning a course, topic and lesson, which includes assessment planning, with the active position of each, conscious participation in the creation of the educational process, adjusting their own trajectory

Entrepreneurship Education at the Crossroads: Challenging Taken-for-Granted Assumptions and Opening New Perspectives

This work presents a synthesis of a debate regarding taken-for-granted assumptions and challenges in entrepreneurship education, matured after a developmental workshop organized to increase the research salience of the field. From the five contributions selected, three challenges emerge. The first is recognizing that participants’ representations about entrepreneurship play a crucial role in defining goals and impact of entrepreneurship education; second, integrating new perspectives of conceiving entrepreneurship into the current models of teaching entrepreneurship; and, lastly, facilitating the integration of entrepreneurship knowledge into practice. These challenges opened up to a conception of entrepreneurship education as a dynamic concept reflecting personal values, societal changes, and cultural differences. As a result, learning places of entrepreneurship education promotes exploration and not adaptation to existing schemes, where personal models for practicing entrepreneurship have room to emerge. Defining knowledge priorities, instead of targeting knowledge exhaustiveness, becomes of greatest importance to make entrepreneurship education‘s impact more relevant.

Face-to-face versus online clinically integrated EBM teaching in an undergraduate medical school: a pilot study

ObjectivesThe aim of this study was to test the feasibility and effectiveness of two models (face-to-face vs online teaching) of clinically integrating evidence-based medicine (EBM) teaching in an undergraduate medical school.Design and settingA pilot study of face-to-face versus online EBM teaching.ParticipantsThis study focused on undergraduate medical students who entered the University of Buckingham Medical School MBChB course in 2016 (n=65). Of the 65 students, 45 received face-to-face teaching, while 20 received online teaching.Main outcome measuresFeasibility was assessed by the ability to deliver the content, students’ engagement during teaching and their completion rates in formative assessments—Assessing Competency in EBM (ACE) tool, and educational prescriptions (EPs). Effectiveness of teaching for the two models was compared by evaluating students’ performance in the formative assessments and in the summative final professional examination and final year EBM objective structured clinical examination (OSCE).ResultsWe had similar students’ engagement and completion rates in formative assessments in both models. Students receiving face-to-face teaching performed better in EPs (mean difference=−2.28, 95% CI: −4.31 to –0.26). There was no significant difference in performances in the ACE tool (mean difference=−1.02, 95% CI: −2.20 to 0.16); the written final professional exams (mean difference=−0.11, 95% CI: −0.65 to 0.44) and the EBM OSCE station (mean difference=−0.81, 95% CI: −2.38 to 0.74).ConclusionsIt was feasible to deliver both models of clinically integrated EBM teaching. While students in the face-to-face model scored higher in EPs; there was no significant difference between the two models of teaching as measured by performances in the ACE tool or the summative assessments.

Teaching skills, an innovation in virtual learning environments in higher education

The emergency closure of educational institutions, in the face of the health contingency due to Covid-19, has prompted the rethinking of the models of teaching competencies to adapt to virtual learning environments (VLE). The objective of this study is to design and validate a model of teaching competencies in VLE, with the support of virtual laboratories, to ensure the quality of higher education during the covid-19 pandemic. A quantitative and correlational methodology was used in a case study. The research is divided into two methodological moments: the design of the model and its validation. The instruments used were a comparative analysis matrix and a Likert-type scale. 5 650 students and 41 teachers participated in the validation cap. The results highlight the need for teacher development, mainly in digital and research skills. One weakness of the study is the lack of weighting of the quality indicators. The proposed model represents an innovation in the definition of indicators, in the form of competencies, for the assurance of educational quality in VLE. It is concluded that the proposed model is pertinent for the assurance of educational quality in VLE.

Models of teaching medical errors

Medical errors are relatively common causes of preventable iatrogenic adverse events. We have focused on teaching models in certain courses of study that have been reported to have significant positive impacts on the outcomes of teaching about medical errors. All healthcare organizations must establish suitable models of teaching about patient safety and medical errors as a preventive measure and as an early intervention strategy. Teaching undergraduate medical students and physicians in training how to manage and disclose medical errors helps them develop lifelong skills that can effectively reduce such errors.The literature search was conducted in international databases such as PubMed/MEDLINE and Google Scholar search engine using English equivalent keywords, from 1998 up to April, 2020. The search strategy used the following subject headings terms: “Medical error(s)” AND “Teaching”. Out of 40 Studies included, 6 studies were selected to have evaluated models of health care training and simulation based teaching of medical errors and patient safety in undergraduate and postgraduate medical education. doi: https://doi.org/10.12669/pjms.37.7.4506 How to cite this:Gohal G. Models of teaching medical errors. Pak J Med Sci. 2021;37(7):---------. doi: https://doi.org/10.12669/pjms.37.7.4506 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

MODELS AND RESOURCES FOR TEACHING STEM-DISCIPLINES IN THE CONTEXT OF THE COVID-19 PANDEMIC

The development and improvement of human skills and capabilities through education are key drivers of economic, social success and personal well-being. This study highlights the need for training STEM specialists in educational institutions. An analysis of the conceptual framework and regulatory support for the implementation of STEM-education in Ukraine. The lack of a unified strategy for the digital transformation of domestic higher education institutions and the launch of new STEM-oriented educational programs has been identified. The peculiarities of teaching STEM-disciplines related to the need to use equipment and specialized software are described. An overview of approaches and examples of implementation of STEM-disciplines according to the model of traditional, blended and distance learning at Ternopil National Pedagogical University named after Volodymyr Hnatiuk has been given. The need to modify the existing models of teaching STEM-disciplines for the implementation of quality education in the conditions of COVID-19 is substantiated. Examples of STEM-education resources in universities in Great Britain, Spain and Ukraine are given. A model of behavior of teachers of STEM-disciplines under conditions of uncertainty about the model of teaching organization has been developed. The proposed model can serve as a basis for analyzing the needs and capabilities of the educational institution to implement effective teaching of STEM-disciplines in conditions of uncertainty, in particular, caused by COVID-19, costs and alternative ways of organizing the educational process. Prospects for further research are identified.

Rethinking Teacher Education via Collaborative Learning

This article focuses on peer online professional development methods for in-service English language teachers. In the digital era, teacher education is in constant change, and online collaborative professional development methods using social media, digital platforms, and tools can be an interesting way in which to create a community of practice where English teachers can engage in generating and jointly developing digital learning content, new conceptions, and models of teaching within an environment of trust. The selected examples will demonstrate how English language teachers can take the role of a teacher-coach and actively engage other English language teachers in tech integration that is deeply embedded in subject matter, as opposed to offering stand-alone lessons on how to use technology. The flipped classroom approach will be liaised with concrete techniques of developing ICT skills and enriching teachers' practices. The methods presented can be used to deliver refresher training, as well as to provide ongoing support and mentorship to hone and build English language skills.

Promoting education for sustainable development in the Maldives: Exploring the link between theory and practice

This article explores the critical role of education in promoting sustainable development in the Maldives context. It presents the outcomes of a small-scale project, Playing with Solar, implemented in a small island school in collaboration with the island community. Because of the environmental and educational principles embedded in this project, it is presented as one that prioritizes sustainable development, actively engages with the community, and aligns with the key competencies underpinning the Maldives National Curriculum Framework. The Playing with Solar project is an example of transformative pedagogy aligned with sustainable development. By promoting problem-based learning, the project shows how key competencies and pedagogical principles can be operationalized in line with National Curriculum Framework syllabi that promote interdisciplinary learning, in contrast to textbook-based, transmission models of teaching.

Educating to corporeity in DaD: the formative and expressive potential of the body in movement

The present contribution aims to reflect on the fundamental importance of the promotion of corporeal education in educational contexts, in the light of adoption of distance teaching, due to the current and dramatic pandemic emergency. In rethinking and redesigning teaching, increasingly digitised, the fundamental question refers to the impossibility of thinking of a contemporary teaching that does not make use of technology and, at the same time, make use of a technology linked to the traditional principles of pedagogy and teaching. Research was conducted on a sample of 78 children between the ages of 9 and 11, first through a bodily meaningful approach to promote the involvement of online students, resilience, motivation and then through the administration of the questionnaire Physical Activity Enjoyment Scale (Carraro, Young & Robazza, 2008), to confirm the role and importance of practice and pleasure in motor and sports activities. It is necessary to think of new models of teaching, mediated by technology and corporeity, which becomes a playful educational medium that allows education, logical and analytical thought to be able to best deploy its potential (MIUR, 2018).

Solient Features of Didactics of Adult Education – A Modern Approach in 2021

DIDACTICS AND ADULT EDUCATION First of all the term adult education should be defined. According to the definition of the German Education Council (1970)1, adult education/continuing education today is understood to be the "continuation or resumption of organized learning after completion of a first phase of education of varying scope (ibid., p. 197)". Didactics does not only mean the selection of methods, but it also includes planning the respective content to be taught, defining and setting learning objectives, as well as the subsequent evaluation of the course unit (cf. Gundermann, 2019, p. 2). Didactics can be described as the competence to teach learners competently, comprehensively, and thoroughly: Didactic models can focus on content of instruction, models of teaching, and teaching staff (cf. Gundermann, 2019, p. 3). With regard to adult education, these models have been applied late compared to the other educational sectors because adult education is oriented less to state curricula but to the needs and lifeworld of its target groups.