Evaluation of this results of academic and intellectual tasks of students

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Evaluation of this results of academic and intellectual tasks of students

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Evaluation of this results of academic and intellectual tasks of students

Successes of academic and activity that is cognitive of pupils are seen as an quantitative and qualitative indicators expressed and recorded by the assessment.

Assessment of real information – definitions and expressions in conditional devices (points), as well as in evaluative judgments associated with the teacher of real information, skills and abilities of pupils in accordance with certain requirements regarding the curriculum.

Concept of requirements for assessing the total outcomes of cognitive task of students

In modern pedagogy of twelfth grade you can find different ways to this is of requirements for evaluating the outcomes of cognitive task of students. Some researchers propose for the thing of evaluation to make the structural the different parts of educational tasks, specifically:

  • Content component – the actual quantity of information about the item of research (according to curricula, state requirements). When assessing the following traits of real information to be analyzed: completeness, correctness, logic, awareness (understanding, the distinction involving the primary while the additional); verbalization, this is certainly verbalization (translation, explanation); capacity to apply knowledge, etc.
  • Operational-organizational component – the power for the pupil to find the means of action in terms of the curriculum regarding the evaluated control (substantive actions); specific psychological traits, ie ability to compare, abstract, classify, generalize, etc. (psychological actions); abilities to evaluate, plan, organize, get a grip on the method together with link between the job, general activity (general educational actions). The analysis, along with the correctness, self-reliance of this performance with regards to novelty ( by the model, comparable, relatively brand new), will also be to be analyzed. understanding and spoken design: reproduction (translation), explanation, application in conditions of novelty, etc.
  • Emotional and component that is motivational attitude to review (indifferent, maybe not enough positive, interested, expressive custom writings, positive).

These faculties could be taken as a foundation for determining the amount of educational success, basic criteria due to their assessment and relevant assessments (in points).

Other requirements for evaluation pupil’s success

The requirements for assessment may additionally be:

  • character of assimilation of currently known knowledge (standard of awareness, durability of memory, volume, completeness and precision of knowledge);
  • The quality of knowledge discovered by the learning student, the logic of reasoning, the argumentation, the series and freedom associated with the presentation, the tradition of message;
  • amount of mastering already known methods of task, abilities and skills of application regarding the obtained knowledge in practice;
  • learning the feeling of creative activity;
  • quality of this work (external design, the speed of execution, diligence, etc.).

Some instructors consider the amount of knowledge to be the criterion that is main assessment:

  • reproductive (knowledge is consciously sensed, fixed in memory and reproducible objective details about subjects of cognition);
  • reconstructive (knowledge is manifested into the willingness and cap ability regarding the pupil to make use of them in comparable, standard or variational conditions);
  • creative ( students can apply knowledge and effectively assimilated means of acting in non-typical situations).

Today, numerous educators are developing their very own way of evaluating pupils’ knowledge, skills and abilities. When you look at the opinion of many of them, the evaluation should really be in line with the amount and content of errors produced by the pupil. They argue their viewpoint that in some sports a performance without mistakes and shortcomings is projected because of the maximum amount of points, and for the errors which are made, the score is reduced (gymnastics, acrobatics, figure skating, etc.). Proceeding from such recommendations, some scholars contemplate it expedient to just take certain evaluation mistakes and defects in oral responses and written works for the assessment criterion. It is important to elaborate norms of assessments, this is certainly, to determine 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 therefore, the necessity for any universal, generalized assessment requirements vanishes.


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