Pedagogical role of assessment at the current stage of stimulating the educational process
DOI:
https://doi.org/10.46502/issn.1856-7576/2023.17.01.14Palabras clave:
higher education, education system, current stage, pedagogical stimulation.Resumen
The article analyzes the problem of stimulating students, having determined the essence of the rating system and, having analyzed educational success with the help of a rating system for monitoring and evaluating knowledge, it can be said with confidence that today the rating system for monitoring and evaluating knowledge provides a systematic, maximally stimulated work, as students as well as teachers. This is confirmed by the fact that the introduction of a rating system into the educational process creates the following benefits in learning: the stressful situation in the control process is reduced for both students and teachers; learning becomes student- centered; the rating system excludes any humiliation of the student's personality, allows him to evaluate his own abilities and capabilities, i.e. encourages him to conscientious work during the entire period of study.
Citas
Bystrova, Yu. (2015). Innovative teaching methods in higher education in Ukraine. Law and innovative society, 1(4), 27–33 (In Ukranian)
Freudenberger, H.J. (1975). The staff burn-out syndrome in alternative institutions. Psychotherapy: Theory, Research & Practice, 12(1), 73–82. https://doi.org/10.1037/h0086411
Grant, A.M. (2013). Outsource inspiration. In J.E. Dutton, & G. Spreitzer (Eds.), Putting positive leadership in action. [File PDF] Retrieved from https://faculty.wharton.upenn.edu/wp-content/uploads/2013/12/Grant_OutsourceInspiration.pdf
Jiang, X-R., Du, J-J., & Dong, R-Y. (2017). Coping style, job burnout and mental health of university teachers of the millennial generation. Eurasia Journal of Mathematics Science and Technology Education, 13(7), 3379–3392. https://doi.org/10.12973/eurasia.2017.00734a
Keller, J., & Kesberg, R. (2017). Regulatory focus and human values. Psychology, 50(2), 157–186. https://doi.org/10.2298/PSI160809004K
Kim, T. (2017). Academic mobility, transnational identity capital and stratification under conditions of academic capitalism. Higher Education, 73, 981–997. Available at: https://doi.org/10.1007/s10734-017-0118-0
Liu, D., Che, S., & Zhu, W. (2022). Visualizing the Knowledge Domain of Academic Mobility Research from 2010 to 2020: A Bibliometric Analysis Using Cite Space. SAGE Open. Availableat: https://journals.sagepub.com/doi/10.1177/21582440211068510
Liu, S., Liang, W., Onuma, M., & Rithkerd, T. (2022). A study of the academic challenges faced by the Western students in Chinese universities. International Journal of Educational Development, 90. Available at: https://doi.org/10.1016/j.ijedudev.2022.102557
Mancini, G., Mameli, C., & Biolcati, R. (2022). Burnout in Italian Primary Teachers: The Predictive Effects of Trait Emotional Intelligence, Trait Anxiety, and Job Instability. Europe’s Journal of Psychology, 18(2), 168–180. https://doi. org/10.5964/ejop.2685
Silva, M., Arruda, M., Zwierewicz, M., Stefenon, S., Ferreira, F., Klaar, A., & Yamaguchi, C. (2020). The Mobility of Professors in Performing Distance Education Activities. International Journal for Innovation Education and Research, 8(4), 514–526. Available at: https://www.academia.edu/es/45194773/The_Mobility_of_Professors_in_Performing_Distance_Education_Activities
Stoicheva, M. (2022). Academic Cooperation and Mobility: in the Context of the COVID-19 Pandemic. “Az-buki” Newspaper, 94(3), 25–33. Available at: https://doi.org/10.53656/ped2022-3s.02
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2023 Olena Gurska, Anna Sakhnenko , Oksana Bespalova, Andrii Dorofieiev , Tamara Halytska-Didukh
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
