Бидний тухай
Багш ажилтан
Developing proficiency in academic language and disciplinary literacy is requisite for college success, career pursuit, and global participation. Students who strive to pursue a path of higher education must learn to use academic language effectively in different content areas/disciplines (e.g., history, science). A question of pedagogical import then is how to better support students in their endeavor to develop their academic language for disciplinary literacy development. Based on comprehensive review of literature and evidence-based research at the intersection of disciplinary literacy (Shanahan & Shanahan, 2012) and content-based instruction (Snow & Brinton, 2023), we propose a pedagogical framework to develop postsecondary students’ academic language/literacy development. The framework requires close collaboration between a content area instructor and EFL teacher who engage in co-planning and co-teaching practices. This partnership work has the potential to develop in students a deeper understanding of content materials but also build academic language and disciplinary literacy skills.
Student Evaluation of Teaching (SETs) is an integral part of education to improve teaching effectiveness in higher education institutions. Educators and researchers claim that SETs represent the effects of teacher performance on student achievement and help instructional improvement, program and course evaluations as well as accreditation, promotion and tenure decisions. The purpose of this study is to overview what SETs are like in higher education institutions exemplifying five major universities of Mongolia and to make some analysis on the questionnaire utilized for evaluating teachers’ performance at the National University of Mongolia, the Mongolian University of Science & Technology and the Mongolian National University of Education. The results will be discussed in the article.
“Student evaluation of teachers” and “teacher evaluation of students” are two important instruments that foster the improvement of educational quality at higher education institutions. Both are usually questioned for their validity, objectivity and reliability. “Assessment is the process of providing credible evidence of resources, implementation actions, and outcomes undertaken for the purpose of improving the effectiveness of instruction, programs, and services in higher education” (Banta & Palomba, 2015, p.2). The purpose of the study is to explore relationships between “student evaluation of teachers” and “teacher evaluation of students” based on evaluation practices of selected courses at the National University of Mongolia. We collected samples from the office of Academic Affairs and the Center for Foreign Languages from two academic years from 2019 through 2021. Using the data, we applied correlation analysis and examined the relationships between the two variables. The results will be discussed in this article.
Student assessment and teacher evaluation is one of the important issues to improve educational quality at higher education institutions. Both are usually questioned with their validity, objectivity and reliability. The purpose of the study is to explore relationships between student assessment and students’ satisfaction evaluation at the National University of Mongolia. We collected samples from the office of Academic Affairs and the Center for Foreign Languages from two academic years ranging from 2019 through 2021. Using the data, we applied a correlation analysis and examined the relationships between the two assessments. The results will be presented at the conference.
Энэхүү өгүүлэлд цахим сургалтын үйл ажиллагааны явц, түүний ололттой болон дутагдалтай талыг олон улсын их дээд сургуулиудын авч хэрэгжүүлж буй арга туршлага болон МУИС-ийн хэлний бус мэргэжлийн ангийн оюутанд заадаг академик англи хэлний хичээл, МУИС-ийн ГХТ-ийн багш, МУИС-ийн зарим оюутнуудаас авсан судалгааны үр дүн дээр жишээлэн тоймолж, цаашид өөрчлөх шаардлагатай зарим асуудлуудыг хэлэлцэхийн зэрэгцээ цахим сургалтын явцад олж авсан зарим бүтээлч арга барил, өгөөжийг цаашдын цахим хийгээд танхимын сургалтын үйл ажиллагаанд авч хэрэгжүүлэх боломж нөхцлийг тодорхойлохыг зорив.
Дэлхий дахиныг орвонгоор нь өөрчилсөн Ковид-19 цар тахлын нөхцөл байдал боловсролын салбарт цахим сургалтыг нэвтрүүлэх хэрэгцээ шаардлагыг бий болгосон бөгөөд боловсролын байгууллагууд төдийгүй багш сурагчид ч цахим сургалт, түүнээс улбаалах асуудлыг бүрэн шийдвэрлэхэд бэлэн биш байсан. Цар тахлын нөхцөл байдал эхнээсээ хүлээгдэж байсан шиг түр зуурынх биш байсан бөгөөд энэ нь олон сар, магадгүй олон жилийн турш үргэлжилж, онлайн сургалтыг уртасгах нь тодорхой болсон үед тус салбарын оролцогч талууд онлайн сургалтын чанарт илүү их зовниж, боловсролын байгууллага болон багш нарт цахим сургалтыг амжилттай хэрэгжүүлж чадахуйц нөөц, чадвар байгаа эсэхийг нягтлахыг улам бүр шаардах болсон. Үүний үр дүнд багшийн цахим сургалт явуулах итгэл үнэмшил, дижитал ур чадварыг бодитойгоор үнэлэх, хөгжүүлэх нь боловсролын байгууллагууд төдийгүй багш нарын хувьд сонголтот алхам бус харин зайлшгүй шаардлага болж байгааг ойлгосон. Иймд өнөөдрийнх шиг онцгой нөхцөл байдал ирээдүйд дахин нүүрлэх үед, түүнчлэн цахим сургалтыг эрэлхийлсэн хэрэгцээ шаардлага ирээдүйд нэмэгдэх үед бэлэн байж, “дижитал орчинд төрж, өссөн” үеийнхний онлайн хичээлийн өсөн нэмэгдэж буй эрэлт хэрэгцээг хангахад багшийн дижитал ур чадвар, өөртөө итгэх итгэлийг цогц байдлаар хөгжүүлэх нь чухал ач холбогдолтой юм. Цахим сургалтын явцад тулгарсан асуудлууд, тэдгээрийн нөхцөл байдлыг тодруулах зорилгоор дээд боловсролын байгууллагуудын 93 англи хэлний багш нарыг “Багшийн дижитал чадамжийг тодорхойлох Европын нийтлэг хүрээн”-д тодорхойлсон таван чиглэлээр асуулга судалгаанд хамруулсан. Асуулга судалгааны үр дүнд тоон болон чанарын дүн шинжилгээ хийж, энэ чиглэлээр багш нарыг цаашид чадавхийг бэхжүүлэх талаарх дүгнэлт, зөвлөмжийг өгсөн.
With little or no prior experience in online education, educators in Mongolia were forced to shift into full online teaching mode due to unprecedented outbreak of a new pandemic. As this scenario was completely new and sudden, neither schools nor teachers and students were ready and confident to handle teaching fully online. To be ready for any possible emergency situation and be able to conduct online teaching more effectively in the future, and also to meet growing interests, demands of learners to attend online classes more, it was important to identify our weaknesses, strengths and potentials to build teacher confidence for online teaching in Mongolia based on the study of online teaching experiences during pandemic period.
Following the declaration of the outbreak of the novel coronavirus (COVID-19) as pandemic by the World Health Organization in the first quarter of 2019, all countries had to shut schools and switch into online schooling to continue operating under the pandemic circumstance. Mongolia was no exception. Like many other universities across the world, the National University of Mongolia has developed a “temporary” online teaching guideline to assist its academic staff in delivering online courses effectively. However, the pandemic circumstance has not been “temporary” as expected in the beginning, and the university is now already entering into its third quarter of online teaching since the COVID-19 pandemic lockdown. The high possibility of the pandemic circumstance to well extend into the end of this year, or even further, advocates the elaboration of a comprehensive teaching and learning guideline that thoroughly suitably discusses all aspects of online education, particularly the assessment, for use in online teaching in crisis situations including this pandemic or any other similar circumstance which we cannot foresee.
Students admitted to the National University of Mongolia following their completion of high education are required to study 6 credit hours of Academic English in intermediate and upper levels as part of the university foundation program to be able to eventually satisfy the university commencement requirement ruling upper-intermediate level English language proficiency by the time of graduation. Nevertheless, despite the seven years of continuous study of English language at previous levels of education (primary, secondary and high), the students often fall short of English language competence sufficient to take the course and continue their English language learning in intermediate level at the university. Consequently, the university encounters a need to lower the course content level, open beginner or lower-intermediate level classes for those students and repeat the same contents that had been already covered over the past 7-9 years at primary, secondary and high schools. Although such a solution may seem to temporarily answer the student need, in the long run, it will bring massive negative consequences to the university in relation to the implementation of their own program and achievement to their declared objective to prepare skilled workforce with excellent English language proficiency. With this situation and consequences in mind, we conducted this research to inspect if the English language programs implemented at primary, secondary, high schools are bringing the academic success expected/ruled by their core curriculum, and if the success differs between the state-owned and privately-owned schools (excluding the specialized English language schools), and in case of observation of any major difference in academic success between the state-owned and privately-owned schools, identify the factors that negatively or positively influence the success from which possible solutions for improvement can be derived.
