АУТОР(И): Vesna S. Ružičić
This paper presents the development of a methodology for successful reali- zation of the teaching process and an example of its application in ICS area of Information Technology (IT), ICS1 = 35 whereby ICS areas are assigned measurable quantitative indicators of innovation. The study presents the research results of the innovation intensity of knowledge which are highly significant for teaching process quality improvement on the ISO and SRPS platforms. At the very beginning of every teaching process there is a need to select suitable methods for performing teaching in such a way that it is in accordance with objectives of that teaching process. In addition, the teaching process can be maximally adjusted ‒ or kept unchanged, as much as possible ‒ in accordance with numerous intrinsic and extrinsic factors such as: students’ basic pre-knowledge and motivation, their both general and specific abilities (space, library and other facilities), as well as the application of IT. The results of continuous innovation and the determination of innovation in teaching process have been focused on in the examples of area IT. In this paper, a model for the assessment of the effectiveness of a teaching method has been given based on measuring students’ previous knowledge. If several different methods of realization can be applied in a teaching process, then a possibility to perform the assessment for each of these methods, prior to the beginning of the teaching process, is viable. In this manner, a methodology that yields good results at the end of teaching process, viewed from aspect of knowledge acquired by students, can be determined.
development, methods, teaching process, knowledge, measurement, grading, ICS, IT.
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