The article presents the results of research on the practices of formative assessment in modern conditions of development of internal systems for assessing the quality of education. The relevance of the article is related to the consideration of formative assessment in conjunction with the problem of subjectivity as a special result of learning.
The purpose of the article is to present formative assessment in terms of its impact on the cognitive competence of students and the promotion of educational content to interdisciplinary technologies.
The author’s scientific and theoretical conclusions are confirmed by the results of observation of a group of high school students in Moscow schools, for whom the principles and techniques of formative assessment were tested. The empirical experience of involving students in the educational discourse of formative assessment is represented by quantitative values processed using the statistical model χ2.
The novelty of the research consists in clarifying the concept of formative assessment and substantiating the corresponding component of internal systems for assessing the quality of General education as a priority direction in the implementation of General education programs.
The practical significance of the study is related to the confirmation of the effectiveness of formative assessment for the cognitive development of students.
Keyword(s) : training
Scientific and Methodological Support for Upbringing in School
The article presents the directions and the content of scientific and methodical support of the
upbringing process in school. The analysis involved the study of mass and advanced experience
of schools in the sphere of upbringing, examination, generalization, comparison, interpretation
and systematization. These methods were chosen to address the theoretical research objectives. The
directions of scientific and methodical support of the upbringing process in school required to study
the mass experience of schools were identified, as were the best practices in upbringing. There were
analyzed, summarized and systematized. Each aspect of this support was identified on the basis
of the analysis and theoretical generalization of the data obtained. The scientific and methodical
support of the upbringing process can be developed in several directions and at different levels. At
the state level, it is connected, inter alia, with software (an example is the ‘Approximate upbringing
program’); at the level of higher education, initially it can be associated with the definition of the
theoretical foundations for the preparation of future teachers for upbringing activities in the general
education system, with the development of updated content of textbooks and manuals on the theory
and methods of upbringing; while at the level of the advanced training system it is associated with
the development of its principles, new programs and the search for interactive forms of teachers’
training. The novelty of the research is in the determination of the main directions and content of the
scientific and methodical support of the upbringing process in school. The results make it possible
to form the scientific and methodical support of the upbringing process in school at different levels.
Based on the basic provisions of the scientific school of Academician of the Russian Academy of
Education L.I. Novikova Systematic approach to the upbringing and socialization of children and
youth the results enable professionals to carry out the necessary changes in the sphere of upbringing,
taking into account modern social challenges.
On the Formation of the Ability to Perceive the Depth, Volume and Spatial Perspective of Flat Images as a Basic Component of the Technology for the Human Creative Potential Development
This article identifies new opportunities for initiating human creativity through activation of visual
perception. It considers the possibility of increasing the level of creativity through the indirect
formation of visual constructs when referring to the associative thinking of students. It shows that
the potential development of creativity is due to the level of the subject development and the ability
to perceive any flat images with the effects of depth, volume, and spatial perspective (hereinafter
referred to as the 3D phenomenon). The results of student learning and testing students in grades
7-11 of one of the schools (Gymnasium) in Kazan are presented. Technology patents were obtained
on training and surveys.
Internet communications: time phenomenon and communicative activity
The article focuses on a theoretical overview of time phenomenon in Internet communications.
Advanced technologies and virtual interactions make interaction and communicative competence
priories in Internet communications. Time is seen as both a biological and a social phenomenon and
the notion of time competence embraces the ability to establish and maintain social contacts within
the indicated timeline and capability to extend and restrict the timeframe of communications.
Based on a theoretical analysis of reflection and regulation of communicative activity in Internet
communications the authors have devised a training programme “Enhancement of time competence
in Internet communications”. This five module programme is aimed to university and high school
students. The article also presents the results of implementing this programme.
Transformation of relationships between primary school stakeholders in the context of digitization
The need for research into the transformation of relationships between primary school stakeholders is caused by the acceleration of social and technological processes in which all agents are involved. Digital platforms functioning in unified information systems become cross-functional where they support managerial and pedagogical innovative solutions. The authors regard digitization as a new space for the poly-subjective relationships within information system development. In the transition to digitization it is important to examine the pedagogical aspects and assess the potential advantages but also consider risks. This study considers one of the significant manifestations of digitization as the transformation of the relationship between the teacher and the learner when the learning process is augmented by some active digital practices.
Empirical data was obtained during a large-scale pedagogical experiment within the framework of “Learn to Learn” project focused on primary school learners. The sample included over 2,500 students from 46 schools of different regions of Russia. The experiment started in 2018. The project was based on a digital platform which facilitates the diverse roles of different education process stakeholders. The platform records learners’ step by step actions for further examination. These ‘digital footprints’ are available to the adults – teachers and parents, who accompany the learning process.
The data is presented through the lens of the theory of liminality and Vygotsky’s concept of ‘zones of development’ and is accompanied by a comparison with contemporary international research in the field. The paper also considers the concepts of relationship transformation between the teacher and the learner while using digital technologies and analyses of the database. Drawing on the empirical data the research demonstrates the role of digital platforms to compensate for deficiencies in child’s skills and personal growth moving them into the ‘zone of proximal development’.