Assessment regarding the total outcomes of educational and intellectual tasks of pupils

Assessment regarding the total outcomes of educational and intellectual tasks of pupils

Successes of educational and intellectual task associated with the students are characterized by quantitative and qualitative indicators expressed and recorded by the assessment.

Assessment of knowledge – definitions and expressions in conditional units (points), also in evaluative judgments associated with trained instructor of real information, abilities and abilities of students relative to what’s needed of this curriculum.

Concept of requirements for evaluating the total link between cognitive task of pupils

In contemporary pedagogy of senior high school you will find different methods to the meaning of requirements for assessing the total outcomes of intellectual activity of students. Some scientists propose for the item of evaluation to take the structural the different parts of educational activities, specifically:

  • Content component – the total amount of information about the item of research (according to curricula, state requirements). Whenever evaluating listed here characteristics of real information to be analyzed: completeness, correctness, logic, awareness (understanding, the distinction between your main as well as the secondary); verbalization, this is certainly verbalization (translation, explanation); capability to apply knowledge, etc.
  • Operational-organizational component – the ability for the pupil to choose the methods for action with regards to the curriculum of this discipline that is evaluatedsubstantive actions); specific psychological traits, ie ability to compare, abstract, classify, generalize, etc. (psychological actions); abilities to investigate, plan, organize, control the method and also the link between the job, general activity (basic academic actions). The analysis, along with the correctness, self-reliance of this performance when it comes to novelty ( because of the model, similar, relatively new), may also be to be analyzed. understanding and design that is verbal reproduction (translation), description, application in conditions of novelty, etc.
  • Psychological and motivational component – mindset to examine (indifferent, perhaps not sufficient positive, interested, expressive, positive).

These characteristics could be taken as a basis for determining the degree of educational achievement, basic requirements with regards to their assessment and appropriate assessments (in points).

Other criteria for assessment pupil’s success

The criteria for evaluation may also be:

  • character of assimilation of currently known knowledge (level of understanding, durability of memory, volume, completeness and accuracy of knowledge);
  • the standard of knowledge found by the student, the logic of thinking, the argumentation, the series and liberty for the presentation, the culture of message;
  • degree of mastering currently known methods of activity, skills and abilities of application regarding the acquired knowledge in training;
  • learning the feeling of creative task;
  • quality for the work (external design, the speed of execution, diligence, etc.).

Some instructors think about the standard of knowledge to function as the criterion that is main evaluation:

  • reproductive (knowledge is consciously perceived, fixed in memory and reproducible objective details about subjects of cognition);
  • reconstructive (knowledge is manifested within the willingness and ability of this student to put on them in comparable, standard or variational conditions);
  • creative ( students can apply knowledge and effectively assimilated ways of acting in non-typical situations).

Today, many educators are developing their approach that is own to pupils’ knowledge, abilities and abilities. Within the opinion of a few of them, the evaluation should really be in line with the content and amount of errors created by the pupil. They argue their point of view that in a few sports a performance without errors and shortcomings is estimated by the number that is maximum of, and also for the mistakes which can be made, the score is paid down (gymnastics, acrobatics, figure skating, etc.). Continuing from such recommendations, some scholars consider it expedient to simply take evaluation that is certain and defects in dental responses and written works well with the assessment criterion. It’s important to elaborate norms of assessments, this is certainly, to look for the amount of mistakes and defects that correspond to an assessment that is particular. Criteria and norms of assessments should really be developed for every discipline that is academic consequently, the necessity for any universal, generalized assessment criteria disappears.


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