<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tatjana   Koķe</style></author><author><style face="normal" font="default" size="100%">Nora Jansone-Ratinika</style></author><author><style face="normal" font="default" size="100%">Rudīte Koka</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FORMATIVE ASSESSMENT ON AN INDIVIDUAL AND AN INSTITUTIONAL LEVEL ON THE WAY TO QUALITY CULTURE IN HIGHER EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">formative assessment</style></keyword><keyword><style  face="normal" font="default" size="100%">higher education</style></keyword><keyword><style  face="normal" font="default" size="100%">quality assessment</style></keyword><keyword><style  face="normal" font="default" size="100%">quality assurance</style></keyword><keyword><style  face="normal" font="default" size="100%">quality culture</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=1232393</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">75</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Several issues are always on the agenda in higher education, most notably quality assessment methods and whether this methodology has a direct influence on teaching, and the improvement of teaching quality by including effectiveness, efficiency, reliability, responsiveness as well as empathy. On the one hand it is a logical and a justified movement towards the standardisation of quality assessment procedures, but on the other hand, integration of an individualised approach, which would allow assessing one’s performance in essence and providing solutions for different higher education practice specifics, which we can see both in higher education institutions internationally as well as locally.
The purpose of quality assessment is to define must-do and must-have things, so that higher education institutions would integrate emerging tendencies.
Transforming assessment is crucial for the performance of the entire institution, both in planning and in managing the everyday work of the institution, as well as by applying assessment methods to the academic staff and students individually. By acknowledging the results, additional decisions should be made, e.g., what strategies and methods should be used to promote teacher motivation, what should be done to achieve better study results, what do better performing students need, and how to approach those students who are performing poorly. This research aims to explore the formative assessment experience at the Rīga Stradiņš University (hereinafter RSU), which is crucial to nurture quality culture in higher education. The formative approach in quality allows you to build and strengthen the understanding of quality within the organisation showing that quality assessment is quality forming and altogether it is a continuous process.
</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">54-71</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ludmila   Babajeva</style></author><author><style face="normal" font="default" size="100%">Tatjana   Koķe</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LEARNING FOR PERSONAL DEVELOPMENT IN FOLK HIGH SCHOOLS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">adult learning</style></keyword><keyword><style  face="normal" font="default" size="100%">folk high school</style></keyword><keyword><style  face="normal" font="default" size="100%">personal development</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420054912.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">55</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Nowadays in the field of andragogy, there is a significant transition from learning as a merely cognitive phenomenon to a more comprehensive approach, defining learning as a process of whole person development. Thus this study has its focus on sharing the experience of good practice for promoting adults’ personal development at six folk high schools in Latvia and Denmark. Observations have taken place since June 2011 till December 2012. All in all fifty six days of formal and informal activities were transcribed as field notes within different subjects as Danish, Latvian, Pottery, Philosophy, Self-development, Music, Yoga, Diet class etc. Data analysis were provided by AQUAD 6.0 (Huber, 2003) using mix-methods approach, combining conceptual codes and open coding. Main results show, that the most appropriate pedagogical circumstances of learning for personal development are those, where adults can develop themselves through body, mind and emotional activity and where 1) person has been treated as a value him/herself, 2) person’s values are the main focus and 3) high-/democratic values fulfil study process.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">28-44</style></section></record></records></xml>