Evaluation criteria for the competence formation of the organizers at the agricultural university using ICT
|Evaluation criteria for the development of competence in the use of ICT tools||Measurable indicators||Methods for measuring indicators|
|The first criterion: information search and mastering new software products||Ability to find, transmit educational information produced using ICT tools||Evaluation of how the control task was performed|
|The ability to accept new software products, to adapt their functions to the solution of professional tasks, to judge the quality of the representativeness of the software product||Evaluation of how the control task was performed|
|The second criterion: the use of technology for processing numerical and textual information in the educational process||Willingness to develop and present the results of educational research by means of tabular and text editors||Evaluation of students independent work|
|The third criterion: creation of didactic materials||Ability to develop the structure of educational didactic materials in accordance with the stage of work in the project||Evaluation of how the control task was performed|
|The ability to develop and present teaching materials by means of a text editor, to apply nonstandard, detailed teaching materials: crosswords, quizzes, didactic cards, tests||Evaluation of how the control task was performed|
|The ability of students to substantiate their own choice of text editor features for the presentation of didactic materials||Oral poll of listeners|
|The fourth criterion: Creation of Traditional Teaching Aids||Ability to develop an educational and methodological manual on the subject of your project, where the material should be presented taking into account ergonomic requirements||Evaluation of how the control task was performed|
|Ability to create layouts of teaching aids in the editor of the creation of publications||Evaluation of students independent work|
|The fifth criterion: methods of using electronic educational resources on a problem-modular basis (presentations on the project topic)||Knowledge of various types of electronic educational resources||Assessment of knowledge through testing|
|Ability to create and use electronic educational resources on a problem-modular basis||Assessment of the performance of laboratory work|
|Willingness to develop guidelines that reflect the most important points of the project organization||Evaluation of students independent work|
|The sixth criterion: selection of content for electronic educational resources.||The ability to own search methods in several search engines and choose the optimal system to solve a problem||Evaluation of students independent work|
|The ability to save pages and links to resources and make a brief annotation to the links||Assessment of the performance of laboratory work|
|Ability to structure and design materials required for project execution||Evaluation of students independent work|
|The seventh criterion: the use of presentation technology in the organization of educational activities.||The ability to apply in the layout of the presentation of the author’s design style, rather than using ready-made templates||Evaluation of students independent work|
|Ability to create a presentation on the research topic (from the developer’s point of view)||Evaluation of students’ independent work|
|Ability to conduct research according to a system of independently defined goals and objectives||Evaluation of the implementation of the project task|
|The eighth criterion: the organization of the virtual space of professional activity.||The ability to create a website using the program to create publications and systematize the materials included in the portfolio for presentation on the site||Evaluation of students’ independent work|
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