Contemporary issues of science and education (Современные проблемы науки и образования). Учебное пособие
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Topic 20. Pedagogical Diagnostics: Types, Methods
teacher asking questions that allow you to check an insignificant amount of material. The teacher offers questions, the whole group takes part in their discussion, the students give short answers from the spot. This form of work is appropriate for checking homework, consolidating new material. Its variety is a comprehensive test that diagnoses the ability of students to use the knowledge and skills acquired in the study of various academic disciplines.
Individual diagnostics is aimed at testing the skills, knowledge and skills of individual students. In the course, the teacher takes into account awareness, thoroughness, logic of the answer, the ability to process theoretical material, use knowledge in specific situations. To do this, the teacher and other students leading and additional questions.
Combined form consists in combination with group, individual, frontal forms of diagnosis. The peculiarity of such a test is that in a short time period the teacher manages to test the skills and abilities of a large number of students.
Diagnostic Methods. They are methods of activity that allow you to provide feedback during the learning process, to receive detailed information about the effectiveness of learning activities.
They must meet certain measurement quality criteria:
1.Objectivity, which consists in the conditions and results of measurements, regardless of the characteristics of the inspector;
2.Validity, allowing you to check the level of formation of skills and abilities;
3.Reliability, which determines the possibility of repeatability under equal conditions;
4.Representativeness, which implies the possibility of a comprehensive check, obtaining an objective picture of the level of students' education.
Modern pedagogy uses various methods of diagnosing the level of learning. The simplest of these methods is observation. It consists in direct perception, registration of certain facts. As the teacher observes the students, he forms a complete picture of the attitude of the wards to the educational process, the degree of independence, the level of cognitive activity, feasibility and accessibility of educational material.
Different types of studying the individual abilities of students make it possible to identify gifted and talented students, to create individual educational trajectories for them.
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Topic 20. Pedagogical Diagnostics: Types, Methods
Tasks
Task 1. Review the information in the text. Please explain the meaning of the following terms: self-control, the logic of presentation of educational material, practical control, pedagogical testing, preliminary analysis, current diagnostics, individual diagnostics.
Task 2. Read the article again and complete the sentences with information from the text.
1.The following control methods can be used in the classroom: _________.
2.The oral response evaluates the student's ability ____________________.
3.The written method of control is aimed at simultaneous ______________.
4.After conducting written testing, the teacher must draw up a full report on
_______________________________________________________________.
5.When performing practical tasks, students use _____________________.
6.Pedagogical testing differs from traditional control options in _________.
7.Preliminary diagnosis is relevant for ____________________________.
8.Based on the results of the preliminary examination, the teacher plans to
_______________________________________________________________.
9.The current diagnosis allows the teacher _________________________.
10.The main purpose of the current diagnosis is to ____________________.
11.According to the number and nature of the questions ________________
are distinguished.
12.The peculiarity of the combined form of diagnosis is that ____________.
Task 3. Answer the questions about the content of the article.
1.What forms of diagnosis are distinguished by the number and nature of the questions?
2.What kind of survey is called a front-end survey?
3.What is a comprehensive test and in what cases is it used?
4.What is the purpose of individual diagnostics?
5.What questions can be used to conduct an individual diagnosis and who can ask these questions?
6.What is the peculiarity of the combined form of diagnosis?
7.Why is it necessary to use diagnostic methods in the educational process?
8.What criteria of measurement quality should diagnostic methods meet?
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Topic 20. Pedagogical Diagnostics: Types, Methods
9.What is validity as a measurement quality criterion?
10.What are the methods used to diagnose students' individual abilities?
Task 4. Express your point of view on the following issue: The observation method is considered the simplest, but at the same time the most effective method of pedagogical diagnostics. Explain why teachers think so?
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Topic 20. Pedagogical Diagnostics: Types, Methods
LIST OF PEDAGOGICAL TERMS
List of terms for «Education: Definition, Types, Goals, and the Role of Educators»:
Education: the process of acquiring knowledge, skills, values, and attitudes through various forms of learning, typically in a formal setting.
Pedagogy: the art and science of teaching; it encompasses the methods and practices used by educators to impart knowledge.
Curriculum: a structured set of courses or content offered by an educational institution, outlining what students are expected to learn.
Assessment: the systematic evaluation of student learning, skills, and understanding, often through tests or assignments.
Differentiation: tailoring instruction to meet the diverse needs, interests, and abilities of individual students within a classroom.
Inclusion: an educational approach that ensures all students, regardless of their abilities or backgrounds, have access to the same learning opportunities.
Equity: the principle of fairness in education, ensuring that all students receive the resources and support they need to succeed, regardless of their circumstances.
Outcomes: the measurable results of educational activities, including students' knowledge, skills, and competencies gained.
Engagement: the level of interest, motivation, and involvement that students show in their learning process.
Lifelong Learning: the ongoing, voluntary, and self-motivated pursuit of knowledge for personal or professional development throughout an individual's life.
Cognitive Development: the progression of thinking and understanding that occurs as individuals grow, influencing how they learn and process information.
Constructivism: a learning theory that posits that learners construct their own understanding and knowledge of the world through experiences and reflection.
Collaboration: working jointly with others to achieve a common goal, particularly in educational settings where students learn from each other.
Facilitation: the act of guiding and supporting a group in their learning process, rather than directing or dictating what should be learned.
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List of Pedagogical Terms
Professional Development: continuous training and education for educators to improve their teaching skills and stay current with educational practices.
List of terms for «Pedagogy as the Science»:
Pedagogy: the art or science of teaching and education methods. Andragogy: the method and practice of teaching adult learners.
Cognition: the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses.
Constructivism: a theory of learning that posits that individuals construct their own understanding and knowledge of the world through experiences and reflecting on those experiences.
Epistemology: the branch of philosophy concerned with the theory of knowledge, including its limits and validity.
Assessment: the process of evaluating students’ understanding and skills through various methods, such as tests and observations.
Curriculum: the subjects comprising a course of study in a school or college. Differentiation: tailoring instruction to meet individual needs of students
based on their learning styles, abilities, and interests.
Engagement: the level of participation and involvement of students in their learning process.
Metacognition: awareness and understanding of one's own thought processes; thinking about one's own thinking.
Scaffolding: a teaching method that helps students learn by providing support at crucial stages of the learning process.
Pedagogical Content Knowledge: the understanding of how to teach specific content effectively, integrating both subject matter knowledge and pedagogical strategies.
Inquiry-Based Learning: an educational approach that focuses on questioning, critical thinking, and problem-solving, encouraging students to explore and discover.
Sociocultural Theory: a theory that emphasizes the importance of social interaction and cultural context in understanding and facilitating learning.
Reflective Practice: the process of continuously evaluating one's teaching methods and effectiveness to improve learning outcomes.
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List of Pedagogical Terms
List of terms for «Approaches and Methods in Language Teaching»:
Approach: a set of beliefs and theories about language learning and teaching that guide the development of methods.
Method: a systematic way of teaching that is based on a specific approach and includes techniques and strategies.
Technique: a specific activity or procedure used in teaching to facilitate learning, often derived from a method.
Curriculum: the structured set of courses and content offered in an educational program, outlining what will be taught.
Pedagogy: the art and science of teaching, encompassing various strategies and styles used to impart knowledge.
Syllabus: a document that outlines the topics, assignments, and objectives of a course, serving as a guide for both teachers and students.
Learner-Centered: an approach to teaching that focuses on the needs, interests, and abilities of the students rather than the teacher's preferences.
Communicative Competence: the ability to use language effectively and appropriately in real-life situations, beyond just grammatical knowledge.
Task-Based Learning: an instructional approach that involves the use of meaningful tasks as the central unit of planning and teaching.
Immersion: a language teaching method where students are surrounded by the target language in their learning environment, promoting natural acquisition.
Grammar-Translation Method: a traditional approach to language teaching that emphasizes the explicit teaching of grammar rules and vocabulary through translation exercises.
Audiolingual Method: a teaching method that focuses on listening and speaking skills through repetition and drills, often using audio materials.
Content-Based Instruction: an approach where students learn a language through the study of subject matter, integrating language learning with con - tent learning.
Scaffolding: a teaching technique that provides support to students as they learn new concepts, gradually removing assistance as they gain independence.
Assessment: the process of evaluating students' understanding and skills, which can include various methods such as tests, quizzes, and informal observations.
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List of Pedagogical Terms
List of terms for «Communicative Language Teaching (CLT)»:
Communicative Competence: the ability to use language effectively and appropriately in various contexts.
Interaction: the process of communication between individuals, often involving the exchange of ideas and information.
Authentic Materials: real-life resources used in language teaching that reflect the culture and language of native speakers.
Task-Based Learning: an approach to language teaching where students engage in tasks that require meaningful communication.
Fluency: the ability to speak or write a language smoothly and effortlessly, emphasizing communication over accuracy.
Accuracy: the degree to which language use conforms to the rules of grammar, vocabulary, and pronunciation.
Contextualization: the practice of placing language within a specific context to enhance understanding and relevance.
Collaborative Learning: an educational approach where students work together to achieve a common goal, enhancing language skills through cooperation.
Role Play: an activity in which students act out specific situations to practice language use in realistic contexts.
Feedback: information provided to learners about their performance, aimed at improving language skills and understanding.
Scaffolding: support provided by teachers or peers to help students achieve higher levels of understanding and skill.
Sociolinguistics: the study of how language varies and changes in social contexts, influencing language teaching practices.
Learner-Centered: an approach that focuses on the needs, interests, and learning styles of students in the educational process.
Interlanguage: the evolving language system that learners develop as they acquire a new language, often including elements from both their native language and the target language.
Cultural Awareness: understanding and appreciating the cultural differences and similarities that influence language use and communication.
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List of Pedagogical Terms
List of terms for «Advanced Techniques in Communicative Language Teaching»:
Communicative: relating to the exchange of information or ideas between individuals.
Pedagogy: the method and practice of teaching, especially as an academic subject or theoretical concept.
Interaction: the process by which two or more individuals communicate and engage with each other, particularly in a learning context.
Fluency: the ability to express oneself easily and articulately in a language without hesitation.
Accuracy: the degree to which language use conforms to the grammatical and lexical norms of the target language.
Task-based: an approach to language teaching that focuses on the use of authentic language through meaningful tasks.
Authentic: real-life language use or materials that reflect the actual language spoken or written by native speakers.
Negotiation: the process through which learners clarify meaning and reach mutual understanding during communication.
Contextualization: the practice of relating language learning to real-world situations to enhance understanding and relevance.
Interlanguage: the evolving language system that learners create as they progress towards full proficiency in a target language.
Sociolinguistics: the study of how language varies and changes in social groups and cultural contexts.
Constructivism: a theory of learning that posits learners construct their own understanding and knowledge of the world through experiences and reflecting on those experiences.
Feedback: information provided to learners about their performance, which can help them improve and refine their language skills.
Strategies: techniques or methods employed by learners to facilitate language acquisition and enhance communication skills.
Cultural Competence: the ability to understand, communicate with, and effectively interact with people from diverse cultures, particularly in a language learning context.
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List of Pedagogical Terms
List of terms for «Strategies to Increase Motivation in Language Learners»:
Intrinsic: relating to the inherent nature of something; motivation that comes from within an individual rather than from external rewards.
Extrinsic: pertaining to factors outside of an individual; motivation driven by external rewards or pressures.
Engagement: the level of interest and participation that learners demonstrate in their tasks and activities.
Autonomy: the ability to make independent choices; fostering a sense of control over one's own learning process.
Relevance: the importance or significance of the material to the learner; connecting learning content to students' lives and interests.
Goal-setting: the process of establishing objectives to achieve; helps provide direction and a sense of purpose for learners.
Feedback: information provided regarding performance or understanding; essential for guiding improvement and encouraging learners.
Scaffolding: a teaching method that involves providing support to students as they develop new skills, gradually removing assistance as they become more proficient.
Collaboration: working together with others; promotes social interaction and builds a supportive learning community.
Persistence: the quality of continuing steadily despite challenges or difficulties; an important trait for language learners.
Self-efficacy: an individual's belief in their own ability to succeed in specific situations; influences motivation and learning outcomes.
Curiosity: a strong desire to learn or know more; encourages exploration and a deeper understanding of the language.
Cultural competence: the ability to understand, communicate with, and effectively interact with people from different cultures; vital for language learners.
Identity: the qualities, beliefs, personality, and expressions that make a person unique; can influence motivation in language learning.
Resilience: the capacity to recover quickly from difficulties; important for overcoming the challenges associated with learning a new language.
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List of Pedagogical Terms
List of terms for «Collaboration
Culture in the Language Classroom»:
Collaboration: the act of working together with others to achieve a common goal or complete a task.
Culture: the shared beliefs, values, and practices of a group that influence their behavior and interactions.
Communication: the process of exchanging information, ideas, or feelings through speaking, writing, or using other mediums.
Engagement: the level of participation and involvement of students in the learning process.
Feedback: information or criticism about a person's performance or understanding that helps improve future efforts.
Interaction: the action or influence between individuals, which can enhance learning through dialogue and shared experiences.
Strategy: a plan of action designed to achieve a specific goal, particularly in learning or teaching contexts.
Diversity: the presence of different cultural, ethnic, and social backgrounds within a group, enhancing the learning environment.
Facilitation: the process of guiding and assisting a group to help them achieve their objectives effectively.
Peer: a person of equal standing in a particular group or context, often used in educational settings to refer to classmates.
Conflict Resolution: the methods and processes involved in facilitating the peaceful ending of conflict and retribution.
Cooperative Learning: an instructional strategy where students work together in small groups to maximize their own and each other's learning.
Inclusivity: the practice of ensuring that all individuals feel welcomed and valued in a learning environment, regardless of their backgrounds.
Autonomy: the ability to make one's own choices and decisions, fostering independence in learners.
Empathy: the ability to understand and share the feelings of others, which is crucial in collaborative settings.
List of terms for «Digital Language Learning»:
Acquisition: the process of gaining knowledge or skills in a new language. Bilingualism: the ability to speak and understand two languages fluently.
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