Mokymąsi vystantis vertinimas - sumuojamojo ir formuojančio vertinimų sąveika kaip mokymosi tęstinumą ir kaitą sąlygojanti prielaida
Klaipėdos kolegija |
| Date |
|---|
2008 |
Straipsnyje analizuojamos dvi vertinimo sampratos: mokymosi vertinimas (assessment of learning) ir mokymąsi vystantis vertinimas (assessment for learning). Mokymąsi vystantis vertinimas nagrinėjamas kaip besimokančiųjų mokymosi tęstinumą ir kaitą sąlygojanti prielaida, išryškinant sumuojamojo ir formuojančiojo vertinimų sąveikos ugdymo procese sąlygas. Mokslinės literatūros analizės metu gauti rezultatai atskleidė, kad sumuojamasis vertinimas (assessment of learning), kaip tradicinis pasiekimų vertinimas, grindžiamas pozityvizmu, kai vertinimo metodikos esminės kokybinės charakteristikos: teisingumas, adekvatumas, objektyvumas, laikomos kompetencijų įgijimo ir mokymosi motyvacijos prielaidomis, tačiau jų praktinis realizavimas kelia prieštaravimus ir iššūkius. Grėsmes besimokančiųjų mokymosi motyvacija i ir tęstinumui provokuoja dominuojantys sumuojamojo vertinimo matavimo metodai, kai juos taikant susiduriama su pagrįstumo, patikimumo, objektyvumo užtikrinimo sunkumais ir dilemomis, susijusiomis su etinėmis, ekonominėmis, metodinėmis, asmeninėmis vertybėmis. [...].
The research focus is the assessment for learning. The research aim is to analyze the assessment for learning as a premise for learners' continuation in learning and motivation to learn by highlighting the conditions for interaction between the summative and formative assessment in educational process. The research problem consists of the following questions: "What are the essential characteristics of the assessment for learning as a premise for the summative assessment and premises for learning motivation? What are the challenges and threats to learning continuation exist in educational process by dominance of the summative assessment? What are the conditions for assessment for learning as interaction of formative and summative assessment in educational process? What are the strategies that could be treated as premises for the learning continuation?" In the article here are presented the two concepts of assessment: assessment of learning and assessment for learning. The assessment for learning is analyzed as a premise for continuing learning and change and also in the article is presented conditions of interaction between summative and formative assessment in education. The results of literature review eliminated that the summative learning (assessment of learning), as traditional assessment of achievements is substantiated by positivism, when the essential qualitative characteristics of the assessment are the following: correctness, adequacy, objectivity that are treated as premises for acquirement of learners' competencies and their motivation for learning. But the practical application of those characteristics raises the contradictions and challenges. The threat for the learners' motivation and continuity provoke the application of the dominant summative assessment methods, when tins such content arise the difficulties in validity, reliability, objectivity and this is connected to ethical, economic, methodical and personal values. [...].