Контроль знань та вмінь з англійської мови у майбутніх учителів у закладі вищої освіти як педагогічна проблема
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Дата
2019
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті визначено сутність поняття «контроль» знань та вмінь з англійської мови; досліджено інноваційні технології контролю знань та вмінь з англійської мови в майбутніх учителів у закладах вищої освіти. Підкреслюється, що тестові технології заслуговують на особливу увагу, адже це ефективний спосіб перевірки рівня якості знань студентів-майбутніх учителів у закладі вищої освіти. Подано пропозиції щодо вирішення проблеми якості контролю знань майбутніх учителів. У статті розглянуто питання про педагогічну технологію та технологію оцінювання. Показано роль оцінювання в ефективності освітнього процесу. Важливим завданням педагогічної діагностики та оцінювання знань студентів є підготовка майбутніх фахівців до продуктивної роботи за обраним фахом. Зроблено висновок про існуючі зміни в оцінюванні знань студентів-майбутніх учителів у закладі вищої освіти. Зазначено, що швидкі розробки винахідних технологій змушують заклади освіти їх ефективно інтегрувати в освітній процес.
The system of the future teachers’ training to professional activity in the higher education institutions is theoretically grounded in the article. Effective management of the educational process is impossible without sustained feedback, through which the teacher receives information about the level of mastering theoretical material, about the students’ knowledge and skills. This is how the managerial control function is implemented – on the basis of the information obtained, the teacher adjusts further work to find out if the training goal has been reached at a certain stage. Assessment is an integral and essential part of all good teaching. Unless teachers have awareness of their students’ progress, decisions about appropriate strategies for developing learning cannot be made. This assessment is usually carried out on an informal basis, with the teacher noting that students who have failed to reach expected levels of attainment will require additional learning to bring them up to scratch. Such assessments, which are largely based on criteria laid down in the curriculum, may be derived from observation of the students’ work, from results of class tests and examinations, or perhaps from outcomes of statutory assessments such as Standardized Achievement Tests (SATs). This article attempts to look at the importance of classroom assessment and evaluation advantages. Testing in education and psychology is an attempt to measure a person’s knowledge, intelligence in a systematic way. A major concern of teaching English language for teachers has been assessing and evaluating student’s progress during their courses of study as well as their classroom achievements. In this digital era, ICT use in the classroom is important for giving students opportunities to learn and apply the required 21st century skills. Hence studying the issues and challenges related to ICT use in teaching and learning can assist teachers in overcoming the obstacles and become successful technology users. The aim of this literature review is to examine the evidence around the claims made for the shift towards computer-based assessment (CBA) in educational settings.
The system of the future teachers’ training to professional activity in the higher education institutions is theoretically grounded in the article. Effective management of the educational process is impossible without sustained feedback, through which the teacher receives information about the level of mastering theoretical material, about the students’ knowledge and skills. This is how the managerial control function is implemented – on the basis of the information obtained, the teacher adjusts further work to find out if the training goal has been reached at a certain stage. Assessment is an integral and essential part of all good teaching. Unless teachers have awareness of their students’ progress, decisions about appropriate strategies for developing learning cannot be made. This assessment is usually carried out on an informal basis, with the teacher noting that students who have failed to reach expected levels of attainment will require additional learning to bring them up to scratch. Such assessments, which are largely based on criteria laid down in the curriculum, may be derived from observation of the students’ work, from results of class tests and examinations, or perhaps from outcomes of statutory assessments such as Standardized Achievement Tests (SATs). This article attempts to look at the importance of classroom assessment and evaluation advantages. Testing in education and psychology is an attempt to measure a person’s knowledge, intelligence in a systematic way. A major concern of teaching English language for teachers has been assessing and evaluating student’s progress during their courses of study as well as their classroom achievements. In this digital era, ICT use in the classroom is important for giving students opportunities to learn and apply the required 21st century skills. Hence studying the issues and challenges related to ICT use in teaching and learning can assist teachers in overcoming the obstacles and become successful technology users. The aim of this literature review is to examine the evidence around the claims made for the shift towards computer-based assessment (CBA) in educational settings.
Опис
Ключові слова
технології, контроль, моніторинг, знання, уміння, англійська мова, майбутній учитель, заклад вищої освіти, technology, control, monitoring, knowledge, ability, English, future teacher, institution of higher education
Бібліографічний опис
Гаврилюк, О. Г. Контроль знань та вмінь з англійської мови у майбутніх учителів у закладі вищої освіти як педагогічна проблема [Текст] / О. Г. Гаврилюк // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2019. – № 9 (93). – С. 155–165. – DOI: 10.24139/2312-5993/2019.09/155-165.