| Title: | New culture of checking and assessing the knowledge |
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| Authors: | ID Ivanuš-Grmek, Milena (Author)
ID Javornik, Marija (Author) |
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| Files: |  http://www.leeds.ac.uk/educol/documents/00003441.htm
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| Language: | English |
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| Work type: | Unknown |
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| Typology: | 1.08 - Published Scientific Conference Contribution |
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| Organization: | PEF - Faculty of Education
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| Abstract: | The Republic of Slovenia modified the school system to followed numerous changes in Europe at the end of the 20th century. These changes can be classified into three groups: -changes of the socio-economic system (technological development, market functioning, labour market, changed attitude towards work), -socio-political changes (fall of the Berlin wall, openness and democratisation of the societies, decay of the old unions) and -changes in the relationship individual -civil society -state. These changes have also influenced the new comprehension of knowledge, learning, teaching and the relationships in the didactic triangle. Because learning teaching and checking are interactively related there appear more and more requirements for different manners and demands in checking and assessing the knowledge of the pupils. We talk about a new culture of checking and assessing the knowledge, in other words, we talk about a new paradigm of checking. Its characteristics would be, that (Razdevšek Pucko, 1996): - checking (and assessing) does not look for an "objective" result but it is encouraging and searches for the best possible result of an individual, - we use different procedures and activities that enable us to get the best possible result from a given content and situation - the results are taken as something variable, - the interaction between a teacher and a pupil is possible and encouraged, - the influence is on the quality of an individual result. The process of checking and assessing the knowledge is about to be democratised, which could be seen in (Rutar Ilc, 1996): - consultations between the teachers and pupils about the contents and the forms of checking, - agreement about the checking criteria, - giving the precise dates and circumstates of the checking, - possibility of self-evaluation and joint discussion of the teacher's marks, - possibility of rechecking badly performed checking, - possibility of a complaint about a mark. With the research we wanted to find out, how does the new culture of checking and assessing the knowledge work in practice? In the research 360 pupils of vocational schools (this is a four-year school that prepare pupils for a particular professional, pupils visit it after the obligatory primary school, which lasts nine years) and grammar schools (this is a four-year school preparing pupils for studying at the university) were included. We collected the data with the use of questioners for the pupils. We used a descriptive causal nonexperimental method of the pedagogical research. According to the results characteristics of the new paradigm are enforced in practice slowly, because the features of the "old" paradigm of checking and assessing the knowledge of the pupils (from the point of view of the demands and manners of assessing) are still prevalent (author abstract) |
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| Year of publishing: | 2004 |
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| PID: | 20.500.12556/DKUM-36090  |
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| UDC: | 37.01 |
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| COBISS.SI-ID: | 13103880 |
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| NUK URN: | URN:SI:UM:DK:GJUMR8QV |
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| Publication date in DKUM: | 07.06.2012 |
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| Views: | 1460 |
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| Downloads: | 40 |
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| Metadata: |    |
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| Categories: | Misc.
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