1,720,974 research outputs found
Teacher Training and Digital Competence: A Pedagogical Recommendation
No full textTeacher training in all fields should include advanced digital competence for teachers and their
teaching, not concentrating only on ICT user skills of teachers. These issues should be part of both
initial teacher training and in-service training. The training should consider aspects of using ICT
both as a learning tool within subject teaching and as a tool used by learners for their homework and
learning-related actions outside school sceneries. Recently, digital competence has become a key
conception in debates on the kind of skills and understanding learners need in the Knowledge Society.
The wide meaning of digital competence offers the necessary framework (i.e. the knowledge, skills
and attitudes) for working, living and learning in the knowledge society. In this paper the focus is
on how pedagogically the skill area can be addressed and what tools there are available to help the
teachers and students
Essays and Related Writing Tasks for Language Testing
No full textFor many reasons writing is one of the foundational skills of educated persons. Tests
of writing skills are therefore needed. The intent of this paper is to discuss and explore
traditional essay techniques and suggests both objective and subjective scoring
methods. It is recognized that the problem of quantifying essay tasks is a crucial
difficulty in school applications. A method of interpreting learner protocols with a
view toward helping learners to overcome language difficulties is focused. Though
essay testing may require more work of the teacher and of the students than many
other testing procedures, it is considered to be a profitable assessment technique.
Certainly it affords a rich yield of diagnostic information concerning the learner’s
developing expectancy grammar. One of the most often used and perhaps least
understood methods of testing language skills is the traditional essay or composition.
The freedom allowed by essay tasks may both their greatest strength and weakness- a
strength because they require a lot of the examinee, and a weakness because of the
judgement required of the examiner. Except for the greater accessibility of the written
protocols of learners, the evaluation of writing performances is similar to the
evaluation of spoken protocols. The fundamental problem in using essay tasks as tests
is the difficulty of quantification - converting performances in scores
TEACHING AND ASSESSMENT: TOWARD EXPERIMENTATION OF CONSISTENT PROCEDURES
No full textReflexivity, awareness, sharing are the key words of the recent conception of assessment and evaluation competence of students learning. The innovations that have been made since the 70 's in the Italian education and training system have imposed a profound rethinking of school evaluation functions. Until yesterday, school assessment indicated the act and the effect of assessing cognitive learning outcomes students ', whereas today its meaning includes next to these results, the evaluation of the educational institution as a whole, both at the micro-level, i.e. a single Institute, and at the macro-level, i.e. system. In particular, it was pointed out that the profit feedback function is only one of many features evaluation should fulfil.
Therefore, the traditional evaluation task, carried out monitoring knowledge and skills levels acquired by students at the end of a teaching – learning path, has been supported by a complex adjusting and interpretation process engaging the school context and actions of his characters at various degrees. In this new perspective learning outcomes should be undertaken as formative action outcomes from which it is possible to detect critical points of the school as a whole and enable improved actions needed.
School assessment will be considered as an essential aspect to promote person's education geared not only to learn, but also to his human, relational and social competence. In fact, through the
measure of what and how to learn, each student reaches his self-awareness gradually and strengthens his self-confidence and autonomy and hence he also derives competence to act for his
own well-being and for the common good. It is a pedagogical vision that highlights crucial aspects such as the centrality of the person, the teacher and student relationship that does not involve only the knowledge and the know-how, but people in their uniqueness, including the emotions of someone who
learns and who teaches.
These considerations have led the search treated, which has seen protagonist secondary school teachers, belonging to two different disciplines (scientific and humanistic) engaged in filling out a questionnaire used as a tool to understand how and what it takes in the order of instruction to which they belong. Central interest was also to take differences or similarities between evaluative practices used by teachers belonging to different disciplines, in order to understand if the membership rules can affect the evaluation mode used.
The research made it possible to understand how when the act of evaluating becomes a path and no formal documentation, but custom, the ' obsession ' of ' profit ' pricing becomes incompatible with the person's education and assess takes that character education which qualifies each and every teaching interpersonal relationship in the system of education and training.
In such context, the assessment becomes part of each person educational goal, it is no longer a simple medium, nor it is reducible to a bureaucratic or a mere formal compilation
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Planning and Evaluation Skills: A Search With the Teachers of Italian Schools
No full textThis contribution proposes a reflection on the centrality of the construct of competence, which, especially in the last twenty years, has taken a decisive role in educational contexts. The implications of this innovation are important from the point of view of planning and evaluation of training interventions. The work attempts to reconcile the theoretical aspects and those teaching practices that require an adaptation of the methodological choices underlying the processes of teaching and learning. "In redefining the formative school task" and that this centrality is demonstrated by the growing attention, recognized both nationally and internationally, to the theme of key skills for active citizenship "(Carroll, 2010, p. 16). The second part presents an experience aimed at training teachers and aims to lead and assist teachers in the various education degrees to acquire, enhance and develop knowledge and skills related to the construction of valid and reliable assessment tools, with reference both to knowledge and skills
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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