Information Technology and Assessment

Abdel-Hameed, Faten S. M.

doi:10.1007/978-3-030-10576-1_47

Cited by 3 publications

(1 citation statement)

References 22 publications

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“…Қалыптастырушы бағалау практикаларына толы осындай білім беру ортасын қолдау үшін авторлар [20][21][22][23][24][25][26][27][28][29][30][31][32] қазіргі заманғы сандық технологиялардың әлеуетін пайдалануды ұсынады.…”

Section: -сурет -бағалау қызметінің түрлерін меңгерген педагогтардың ...unclassified

Assessment literacy as a component of the professional competence of a teacher in the conditions of reforming the evaluation system in Kazakhstani schools

Шмигирилова¹,

Рванова²,

Tadzhigitov³

et al. 2021

JES

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Directions of research: based on analysis of literature on educational assessment, identify approaches to determining teacher's assessment literacy; to highlight requirements for assessment activity of a teacher and, based on theoretical premises, organize and conduct an empirical study in order to identify significance of this problem in Kazakhstan education and possible ways to solve it.The theoretical research was carried out using a comparative analysis of scientific sources and regulatory documents on problem of educational assessment and a survey of practicing teachers, which formed basis of empirical research.Analysis and systematization of survey results showed that advanced training courses for teachers and courses on criteria-based assessment for university students provide a knowledge component of teacher's assessment literacy, but problem of improving practical component remains. The solution to this problem is possible through various practices of professional development of teachers, involving theoretical training and independent design of their own assessment activities, taking into account the subject specifics of discipline. Of particular importance in formation of teacher's assessment literacy is training of future teachers during their studies at university, which should be implemented through formation of deep knowledge in chosen subject area, participation in assessment practices within framework of methodological disciplines and pedagogical practices, interaction with practicing teachers.The scientific and pedagogical significance of study lies in obtaining author's definition of teacher's assessment literacy, as well as establishing main directions of its formation and development.

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Section: -сурет -бағалау қызметінің түрлерін меңгерген педагогтардың ...unclassified

Assessment literacy as a component of the professional competence of a teacher in the conditions of reforming the evaluation system in Kazakhstani schools

Шмигирилова¹,

Рванова²,

Tadzhigitov³

et al. 2021

JES

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The emergency (crisis) e-learning as a challenge for teachers in Poland

Tomczyk

Walker

2021

Educ Inf Technol

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The article was written as a consequence of the COVID-19 pandemic in Poland, which had an impact not only on public health, but also on the functioning of the educational sector. The text is an attempt to summarize the challenges of crisis e-learning from the perspective of the challenges faced by teachers in Poland in the period of March-December 2020. The article reveals a number of new phenomena not present in the literature in the context of e-learning implemented in an intuitive, non-linear way, without methodological support, and thus referred to as crisis e-learning. The aim of the research was to explore the characteristics of crisis e-learning in Poland from the perspective of teachers' experiences. Due to epidemiological limitations, the research area was narrowed down to cyberspace. This text presents the results of research relating to statements made by teachers posting in the largest Polish discussion group on education. The group currently consists of over four thousand people. The study uses an analysis of several thousand posts and then identifies and categorizes statements related to crisis e-learning along with a phenomenological interpretation. The analyses made it possible to identify seven categories of challenges attributed to crisis e-learning, such as: technical problems, use of non-standard solutions, the search for solutions to increase the effectiveness of e-learning, the transfer of proven applications and programmes, problems with students, problems with parents, and the modernisation of workstations. The data presented show teacher micro-worlds in the time of the pandemic in Poland. The article is a response to the need to understand the processes occurring in the Polish educational system under the influence of crisis events related to the pandemic. The text may prove valuable for educating future generations of teachers in the field of e-learning and increasing the effectiveness of training activities aimed at strengthening the digital competence of current teachers.

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Head teachers’ opinions on the future of school education conditioned by emergency remote teaching

Potyrała¹,

Demeshkant²,

Czerwiec³

et al. 2021

Educ Inf Technol

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The study explores the school transformation process as evidenced by the opinions of head teachers. The main goal of the research was to present a content analysis study of the Polish educational environment on the basis of primary and secondary head teachers’ views on the risks and perspectives brought by the global Covid-2019 lockdown. The conceptual framework was based on the theoretical perspective (the cognitive and affective processes in multimedia learning, the theory of motivation, and goal setting) as well as the model of the school as a learning organization and the assumptions of Emergency Remote Teaching. The categorized interviews with the head teachers were conducted using a categorized interview questionnaire and the respondents considered various categories problems within educational practice related to the functioning of schools during the pandemic. The selection of study participants was deliberate using the snowball sampling method, 18 head teachers participated in this study. The research conducted allowed the specification of the different areas of influence of Emergency Remote Teaching on the transformation of the school as a learning organization (e.g. the functioning of the school in mutual internal and external network cooperation, the dissemination and extending of communication areas using information technologies, the strengthening of the network interaction through information technologies, and other areas). The paper contains numerous recommendations that can improve the school's functioning in the future, based on the experience gained during Emergency Remote Teaching. These experiences can accelerate the organizational and didactic development of the school as a learning organization.

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Information Technology and Assessment

Cited by 3 publications

References 22 publications

Assessment literacy as a component of the professional competence of a teacher in the conditions of reforming the evaluation system in Kazakhstani schools

Assessment literacy as a component of the professional competence of a teacher in the conditions of reforming the evaluation system in Kazakhstani schools

The emergency (crisis) e-learning as a challenge for teachers in Poland

Head teachers’ opinions on the future of school education conditioned by emergency remote teaching

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