Contributing to Teaching and Learning Enhancement: in Search of Ukrainian Equivalents for Appraisal, Assessment, Evaluation

Olena Orzhel
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引用次数: 3

Abstract

The purpose of the article is to scrutinize and specify the semantics of English terms «appraisal», «assessment», «evaluation» and to identify their Ukrainian equivalents capable to adequately convey the meaning of above English words in Ukrainian educational discourse. The relevance of this theme is rooted in the growing interest to teaching and learning in general and, in this context, the facilitation of dialogue on importance of assessment / evaluation in higher education, unfolding over the last decade in European Higher Education Area. In Ukraine’s higher education, the discussion on the above issues was launched in 2020 within the framework of Ukraine Higher Education Teaching Excellence Programme that is a joint initiative of the British Council in Ukraine and the Institute of Higher Education of the National Academy of the Educational Sciences of Ukraine, in partnership with the Ministry of Higher Education and Science of Ukraine and National Agency for Higher Education Quality Assurance. The discussion has revealed that there is no unity among Ukraine’s higher education community regarding the semantics of two terms «assessment» and «evaluation»; that the meaning of «evaluation» is interpreted rather vaguely and that the Ukrainian language lacks lexemes capable to convey the specifics of the meanings of two English terms. Three methods – lexico-semantic analysis, discourse analysis and content-analysis – have been applied, which resulted in the following findings: three terms are regularly used in English expert and scholarly discourse to discuss the issues of assessment, evaluation, appraisal. The lexical-semantic analysis of the above terms has not revealed significant differences in their meanings, but contextually all three are used differently and convey different meanings; «assessment» is used to nominate an integral phase of teaching and learning and correlates with measuring learner’s attainment, progress, or achievement of learning outcomes; «evaluation» is used in a much broader context and examines the value of a study programme, quality of teaching or educational environment, success of educational policies etc.; two «agents» are involved in the assessment process: a teacher and a student (learner); and the subject matter that is assessed is either the process of learning or learning outcomes; the number of agents involved in evaluation is much broader: they could be students who are asked to express their opinion of the programme or module; teachers who review the programme that they have developed; external stakeholders invited to express their opinion on the relevance of competences acquired by students for the labour market or their judgement on the quality of education in a certain institution in general; the appraisal is used in connection to measuring HEIs’ staff competences and performance only. Following the analyses, the conclusion has been made that the absence of a Ukrainian term permitting to convey the meaning of «evaluation» in Ukrainian expert and scholarly discourse considerably restricts the discussion of assessment and evaluation in higher education and education in general on the national and institutional levels. The search for an appropriate Ukrainian equivalent and consent of Ukrainian higher education community to unanimously use a certain lexeme as an equivalent to the English term would significantly advance the discourse and facilitate the promotion and usage of evaluation practices and techniques in national higher education.
促进教与学的提高:寻找乌克兰评估、评估、评价的对等物
本文的目的是仔细检查和指定英语术语“评估”,“评估”,“评价”的语义,并确定他们的乌克兰对等物能够充分传达乌克兰教育话语中上述英语单词的含义。这一主题的相关性源于人们对教与学的普遍兴趣日益增加,在这方面,促进了关于高等教育中评估/评价重要性的对话,这是过去十年在欧洲高等教育区展开的。在乌克兰的高等教育中,关于上述问题的讨论于2020年在乌克兰高等教育教学卓越计划的框架内启动,该计划是英国文化协会在乌克兰和乌克兰国家教育科学院高等教育研究所的联合倡议,与乌克兰高等教育和科学部以及国家高等教育质量保障局合作。讨论表明,乌克兰高等教育界对“评估”和“评价”这两个术语的语义没有统一;“评价”的含义被解释得相当模糊,乌克兰语缺乏能够表达两个英语术语的具体含义的词汇。运用词汇语义分析、语篇分析和内容分析三种方法,得出以下结论:英语专家和学术语篇中经常使用三个术语来讨论评估、评价、评价等问题。对上述词汇的词汇语义分析并没有发现它们在意义上的显著差异,但在语境中,它们的使用方式不同,表达的意义也不同;“评估”用于指定教与学的一个整体阶段,并与衡量学习者的成就、进步或学习成果的成就相关;“评估”在更广泛的背景下使用,并检查学习计划的价值,教学质量或教育环境,教育政策的成功等;两个“代理人”参与评估过程:教师和学生(学习者);评估的主题要么是学习的过程,要么是学习的结果;参与评估的代理人的数量要广泛得多:他们可能是被要求表达对课程或模块意见的学生;审查他们制定的课程的教师;邀请外部利益相关者就学生获得的能力与劳动力市场的相关性发表意见,或就某一机构的总体教育质量发表意见;评核只用于衡量高等教育院校员工的能力和表现。在分析之后,得出的结论是,乌克兰专家和学术话语中没有一个乌克兰术语可以表达“评价”的含义,这大大限制了在国家和机构一级对高等教育和一般教育的评价和评价的讨论。寻找一个合适的乌克兰语等价物,并得到乌克兰高等教育界的同意,一致使用某个词汇作为英语术语的等价物,将大大推动话语的发展,并促进评价实践和技术在国家高等教育中的推广和使用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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