In order to develop the skills and competences required in a professional environment, university students have to reflect on their own role in the learning process. The traditional methods of assessment do not assess reflective thinking, critical thinking, selfevaluation and peer evaluation. The following paper outlines and evaluates the implementation of peer and self-assessment techniques in higher education, in ESP course at the National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute" as a case study. The rationale of the alternative type assessment systems is examined, and the efficiency of these methods is evaluated and compared by the use of attitudinal questionnaires completed by the participating students and the lecturer's assessments and feedback. The methodology to investigate the effect of peer and self-assessment as a part of the learning process includes literature observation, case study, developing marking criteria, examples of peer and self-assessment strategies and activities in ESP course. Forty quantitative peer and self-assessment studies were subjected to analysis. The study pointed to differences between self and peer assessments. Peer assessment was found to resemble more closely teacher assessments whereas self-assessment demonstrated difference with teacher's marks. One of the most essential conditions for objective and relevant performance of the evaluation was found as well-understood assessment criteria. Hypotheses concerning the greater validity of peer and self-assessments were not supported. We have drawn the conclusions that the application of peer and self-assessment methods improves students' critical thinking skills, involves students into learning and assessment processes, keeps motivation up to study and provides them with a greater ownership of the whole learning and assessment process. Therefore peer and self-assessment techniques could be effectively implemented in the course of ESP at universities. Keywords: peer assessment; self-assessment; ESP course; assessment criteria; summative assessment; formative assessment; critical judgment. IntroductionThe process of teaching is always evolving. Nowadays the university education is transforming from the theoretical and academic into the real-life oriented context. We are witnesses of shifts not only in curricula but in educational approach from the teacher focused performance to the student self-directed learning, from assessment measurement model towards the learner empowerment and assessment for lifelong learning. Universities should provide the education that can match the needs of students and employers. Modern employers' expectations of graduates who ought to be motivated, determined and efficient, impact the direction of the education process. With a view of appropriate development of these characteristics, contemporary educational approaches emphasise collaborative and co-operative learning where modern teachers cannot simply assess knowledge of facts by testing, they have to assess the lear...
As teachers who experience challenges with delivering classes online and finding relevant ways to teach students, we suggest our practical recommendations on video conferencing tools integration at universities. This synchronous online tool is an efficient method of class delivery that provides practicing four key language skills, maintaining communication and facilitating digital competence development. The study involved 34 teachers from two universities to share the experience, expectations, and perception of the technology. Having analyzed the results of questionnaires, we worked out a strategy on the successful implementation of the technology in the teaching process. Among the main challenges, teachers indicated class management, educational materials transformation for the online mode, working with mixability groups of students, and assessment. We found out that supplementation of asynchronous online tool might add interactivity to lessons or find a way to assess students, knowledge of the technology tools helps with class management, and possibilities to personalize tasks through the chat, breakout rooms, and partial screen sharing help manage with mixability groups.
The aim of the paper is to identify strengths, weaknesses, opportunities, and threats (SWOT) of self-directed learning (SDL) supported by mobile-assisted technologies integrated into English for Specific Purposes course at university. Teachers cannot prepare students for all challenges of the modern world; therefore, students need skills of self-education to keep updated. SDL skills are crucial for today's learners but, as they include such features as ownership for learn ing, self-managing, self-reflection and extension of learning, SDL skills should be explained and trained by teachers-facilitators. The goal of our study was to carry out a SWOT analysis of the technology-enhanced SDL p rocess fro m teachers' and students' points of view. This kind of analysis will allow identifying co mmon and different issues that participants of the study encounter in the process of SDL. Therefore, we carried out a qualitative study with questionnaires to perform a SW OT analysis and to identify problematic issues. Co mparing the results, we found out that students and teachers identified mostly the same strengths and opportunities, whereas weaknesses and threats were different and required immed iate mean ingful solutions. Regarding educational technologies' impact, we observed that their integration also caused challenges for teachers to cope with. This study evidenced that technologies are a powerful tool to develop SDL skills and we developed some practical reco mmendations on how to avoid threats and eliminate weaknesses of SDL skills formation assisted by technologies. We also suggest some mobile-assisted technologies for the enhancement of SDL skills.
At present, Ukrainian universities are immersed into current processes of internationalisation, academic mobility and engaging into a European context, that, consequently, give rise to numerous surveys on advanced pedagogical approaches to correspond the framework of general European language learning policy. The paper aims to describe and summarise the experience of Content and Language Integrated Learning implementation (CLIL) in Ukraine. With the view of objective assessment of the survey results, we considered comparing our experience, challenges and solutions with Polish universities experience since CLIL approach is widely used and made its own history with great outcomes in Poland. The qualitative data of our survey were gathered, evaluated and compared with those presented in published investigations of Polish experts. The key objectives are to identify operating CLIL models and strategies at Igor Sikorsky Kyiv Polytechnic Institute and to measure up functioning features of this approach by means of SWOT analysis. Moreover, the researchers disclose the approach advantages, drawbacks and recommendations for further discussion. In the paper, the authors also outline the peculiarities of ongoing coexistence and relation of English for Specific Purposes (ESP) and CLIL in tertiary education in terms of aims, tasks, resources, teachers' roles and outcomes. The research results show that ESP and CLIL are interrelated approaches, which both contribute to students' learning motivation as well as language and field-related content acquisition; CLIL is a key factor for universities to attract students and take high rates in educational ranking.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.