Friday , 25 May 2018

Evaluation for the outcomes of educational and cognitive tasks of pupils

Evaluation for the outcomes of educational and cognitive tasks of pupils

Successes of academic and intellectual task regarding the pupils are seen as a quantitative and qualitative indicators expressed and recorded by the evaluation.

Assessment of real information – definitions and expressions in conditional units (points), in addition to in evaluative judgments of this trained instructor of real information, abilities and abilities of pupils prior to certain requirements associated with curriculum.

Definition of criteria for assessing the total outcomes of intellectual task of pupils

In contemporary pedagogy of high school there are different methods to the meaning of criteria for assessing the link between intellectual activity of pupils. Some scientists propose for the thing of assessment to make the structural the different parts of educational tasks, particularly:

  • Content component – the total amount of information about the thing of study (relative to curricula, state standards). Whenever assessing listed here traits of real information to be analyzed: completeness, correctness, logic, awareness (understanding, the difference between your primary additionally the additional); verbalization, this is certainly verbalization (translation, description); power to use knowledge, etc.
  • Operational-organizational component – the power associated with the student to find the ways of action with regards to the curriculum associated with the evaluated control (substantive actions); specific mental faculties, ie ability to compare, abstract, classify, generalize, etc. (psychological actions); skills to evaluate, plan, organize, get a grip on the method together with link between the duty, basic task (basic educational actions). The analysis, along with the correctness, self-reliance associated with performance with regards to novelty ( because of the model, similar, relatively brand new), will also be become analyzed. understanding and verbal design: reproduction (interpretation), description, application in conditions of novelty, etc.
  • Emotional and motivational component – attitude to examine (indifferent, perhaps not enough good, interested, expressive, good).

These characteristics could be taken being a foundation for determining the degree of educational success, basic requirements with their assessment and appropriate assessments (in points).

Other requirements for assessment student’s success

The requirements for assessment may be also:

  • character of assimilation of currently known knowledge (standard of understanding, durability of memory, volume, completeness and precision of knowledge);
  • the caliber of knowledge found by the pupil, the logic of reasoning, the argumentation, the series and self-reliance associated with the presentation, the culture of speech;
  • degree of mastering currently known types of activity, abilities and abilities of application for the obtained knowledge in practice;
  • learning the knowledge of innovative activity;
  • quality for the work (external design, the rate of execution, diligence, etc.).

Some instructors think about the amount of knowledge to end up being the main criterion for evaluation:

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

Today, many educators are developing their approach that is own to students’ knowledge, skills and abilities. Into the opinion of a number of them, the assessment should always be in line with the amount and content of errors made by the student. They argue their point of view that in a few sports a performance without errors and shortcomings is estimated because of the number that is maximum of, and also for the mistakes that are made, the score is reduced (gymnastics, acrobatics, figure skating, etc.). Continuing from such recommendations, some scholars ponder over it expedient to take specific assessment mistakes and defects in dental reactions and written works for the evaluation criterion. It’s important to elaborate norms of assessments, this is certainly, to look for the amount of mistakes and defects that correspond to a specific assessment. Requirements and norms of assessments must be developed for every discipline that is academic therefore, the necessity for any universal, general assessment requirements disappears.

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