Assessment associated with total outcomes of educational and cognitive activities of students

Successes of educational and activity that is cognitive of pupils are described as quantitative and qualitative indicators expressed and recorded by the assessment.

Assessment of real information - definitions and expressions in conditional units (points), along with evaluative judgments of this teacher of knowledge, skills and abilities of pupils prior to certain requirements associated with the curriculum.

Definition of criteria for evaluating the outcomes of intellectual task of pupils

In contemporary pedagogy of senior high school you will find different methods to this is of requirements for assessing the total outcomes of cognitive activity of pupils. Some researchers propose for the thing of evaluation to use the structural aspects of academic activities, specifically:

  • Content component - the quantity of understanding of the item of study (according to curricula, state requirements). Whenever assessing listed here traits of knowledge to be analyzed: completeness, correctness, logic, understanding (understanding, the difference between the main additionally the additional); verbalization, this is certainly verbalization (translation, explanation); capacity to use knowledge, etc.
  • Operational-organizational component - the capability for the pupil to choose the ways of action with regards to the curriculum regarding the evaluated control (substantive actions); specific psychological faculties, ie ability to compare, abstract, classify, generalize, etc. (psychological actions); abilities to investigate, plan, organize, get a handle on the method therefore the outcomes of the job, general task (general academic actions). The analysis, plus the correctness, self-reliance associated with performance in terms of novelty ( by the model, similar, reasonably brand new), may also be become analyzed. understanding and design that is verbal reproduction (translation), description, application in conditions of novelty, etc.
  • Psychological and component that is motivational attitude to examine (indifferent, maybe not sufficient good, interested, expressive, positive).

These traits could be taken as being a basis for determining the level of educational accomplishment, basic requirements with their assessment and appropriate assessments (in points).

Other requirements for evaluation student’s success

The requirements for assessment may be also:

  • character of assimilation of already known knowledge (level of awareness, durability of memory, volume, completeness and accuracy of knowledge);
  • The quality of knowledge discovered by the learning pupil, the logic of reasoning, the argumentation, the sequence and independency for the presentation, the culture of speech;
  • degree of mastering currently understood types of activity, abilities and abilities of application associated with the obtained knowledge in training;
  • mastering the experience of imaginative task;
  • quality regarding the work (external design, the pace of execution, diligence, etc.).

Some instructors look at the amount of knowledge to function as main criterion for assessment:

  • reproductive (knowledge is consciously sensed, fixed in memory and reproducible objective information on subjects of cognition);
  • reconstructive (knowledge is manifested when you look at the willingness and ability associated with student to make use of 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 own way of assessing pupils’ knowledge, skills and abilities. Into the opinion of some of them, the evaluation should really be based on the quantity and content of mistakes produced by the student. They argue their point of view that in some recreations a performance without mistakes and shortcomings is approximated by the number that is maximum of, and also for the errors which can be made, the rating is reduced (gymnastics, acrobatics, figure skating, etc.). Proceeding from such suggestions, some scholars ponder over it expedient to just take particular assessment errors and defects in dental reactions and written works well with the assessment criterion. It’s important to elaborate norms of assessments, that is, to look for the quantity of errors and defects that correspond to an assessment that is particular. Criteria and norms of assessments ought to be developed for each discipline that is academic therefore, the need for any universal, general evaluation criteria vanishes.

Leave a reply

Name (*)
Mail (will not be published) (*)