TITLE

MOKYMO(SI) IR VERTINIMO METODŲ ĮTAKA KOMPETENCIJAS PLĖTOJANČIOSE STUDIJŲ PROGRAMOSE

AUTHOR(S)
Latvėnienė, Virginija
PUB. DATE
January 2012
SOURCE
Studies in Modern Society;2012, Vol. 3 Issue 1, p141
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The article discusses the selection of teaching, learning and assessment methods used to attain targeted study results in the course of curricula modifications and alterations in their design focal points and a rationale. The implementation methodology of programs developing competences highlights the importance of selecting appropriate teaching and learning methods in the process of performance and in the follow up assessment in order to determine whether targeted outcomes have been achieved. The quality of studies is determined by the degree of conformity between the targeted learning outcomes and students' academic achievements. The research aims to establish the student teaching, learning and assessment methods, which could manifest the best the students' learning outcomes on a particular subject, i.e. the acquired knowledge and the ability to apply this knowledge in practice. The fact that the issues under discussion lead to a conclusion that a teacher cannot avoid the responsibility for the decisions he/she makes in relation to student teaching and learning, enhances the significance of the problem. The research object: teaching, learning and assessment methods. The research objective: to examine the influence of teaching, learning and assessment methods on competencies developing study programs. The research methods: the analysis of scientific literature and resources, survey research and statistical and graphical data analysis. The research results have revealed that the chosen methods instilling critical thinking and decision making skills in students and encouraging them to strive for acquiring, understanding and application of knowledge, makes it possible to turn learning outcomes into students' achievements. The students' achievements are the individual competence level which is determined by assessing learning outcomes with the help of cumulative or formative assessment and by applying the assessment model based on criteria. The research reveals that 17 study methods and 8 assessment methods are being used in the study programs of social sciences in the Business and Technology Faculty of Siauliai State College . It is believed that the analysis of the students' survey results helps to determine the controversial issues in the implementation process of the study programs which lead to their improvement.
ACCESSION #
76320376

 

Related Articles

  • Expert Teachers' Beliefs about Use of Critical-Thinking Activities with High-and Low-Advantage Learners. Torff, Bruce // Teacher Education Quarterly;Spring2006, Vol. 33 Issue 2, p37 

    The article discusses how teachers can help students gain critical thinking (CT) skills in the U.S. High CT and low CT activities have been the focus of the growing body of literature in teacher education and were believed to influence teacher's interaction with learners. It has been affirmed...

  • Skepticism In the Classroom. Molé, Phil // Skeptic;2006, Vol. 12 Issue 3, p62 

    The author argues for the integration of skepticism and critical thinking in science curriculum. He cited that science education should provide students the thinking skills needed to become active members of society. Critical thinking skills or skepticism are essential in becoming competent and...

  • Closing the Achievement Gap Through Teacher Collaboration: Facilitating Multiple Trajectories of Teacher Learning. Levine, Thomas H.; Marcus, Alan S. // Journal of Advanced Academics;Fall2007, Vol. 19 Issue 1, p116 

    How should district and school leaders improve education for students traditionally underserved by public education: by increasing control over teaching and curriculum, or by empowering groups of teachers to have more collective autonomy, responsibility, and opportunities for professional...

  • THE PSYCHOLOGY OF IMPROVING TEACHING QUALITY. Ediger, Marlow // Education;Winter2003, Vol. 124 Issue 2, p321 

    To improve the curriculum, there are selected elements which need identifying, studying, planning for, and implemented. The style of leadership in curricular improvement needs to be chosen based on how it affects school personnel in the selection of viable ends, learning opportunities, and...

  • Message From the President of TECC. Childress, Vincent // Technology & Children;Dec2005, Vol. 10 Issue 2, p4 

    The article presents the author's comments on the certification at the master-teacher level. The process of earning National Board Certification is designed to make teachers reflect on their practice and the craft of teaching. According to him, the teacher must plan instruction in deliberate...

  • REDUCING STATISTICS ANXIETY AND ENHANCING STATISTICS LEARNING ACHIEVEMENT: EFFECTIVENESS OF A ONE-MINUTE STRATEGY. CHEI-CHANG CHIOU; YU-MIN WANG; LI-TZE LEE // Psychological Reports;Aug2014, Vol. 115 Issue 1, p297 

    Statistical knowledge is widely used in academia; however, statistics teachers struggle with the issue of how to reduce students' statistics anxiety and enhance students' statistics learning. This study assesses the effectiveness of a "one-minute paper strategy" in reducing students'...

  • Pending Knowledge: On the Complexities of Teaching and Learning. Davis, Brent; Upitis, Rena // JCT: Journal of Curriculum Theorizing (1057896X);Fall2004, Vol. 20 Issue 3, p113 

    Examines the complexities of teaching and learning. Origins of knowing; Natures of personal meaning; Situated and social aspects of knowing; Why humans have the propensity to educate; Complexities of curriculum; Issues and mythologies around the biological bases of learning; Process of personal...

  • ELEÅžTÄ°REL DÜŞÜNME VE PROBLEM ÇÖZME: ÖĞRETMENLERÄ°NÄ°N YANSITICI DÜŞÜNCEYÄ° UYGULAMALARI. Alp, Sibel; Taşkın, Çiğdem Şahin // Buca Faculty of Education Journal;2012, Issue 33, p134 

    The new primary curriculum takes constructivism as a basis that indicates the features of a reflective teacher. Primary teachers are therefore expected to acquire these features. This research explores primary teachers' views of reflective thinking and the way it is used in the teaching-learning...

  • DEFYING THE DEFAULT CULTURE AND CREATING A CULTURE OF POSSIBILITY. ROBERSON, SAM // Education;Summer2011, Vol. 131 Issue 4, p885 

    The world of education is a besieged by challenges from the outside world as technology changes and as the demands from business and other enterprises change. Ignoring these changes, the default culture of schools is characterized by out of date teaching practices, focusing on student...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics