Challenges of Teachers in the Process of Evaluation and Grading

Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje, 2017

The Elementary School Act determines the method of grading in school subjects including Physical Education (PE). We wanted to determine opinion of primary school teachers on individual methods of grading in PE in the first and the second triad of the elementary school. We also wanted to find out the differences among teachers who teach in the first and the second triad as well as the differences among the teachers with different length of employment. The sample included 855 primary school teachers. The results showed that teachers mostly agree with the method of grading that is currently valid. As the second most recommended way of grading, the grading with word-grading on a three-level grading scale was proposed for the first as well as the second triad. This method, however, has not been used in Slovenia for a number of years now. Based on the advantages and disadvantages of individual methods of grading we can assume, however, that some teachers have insufficient knowledge of the purpose of grading in PE. It looks like they do not have the accurate information about issues of descriptive grading, too. This could be concerning due to the fact that this kind of grading is compulsory in the first and the second grade of elementary school.

TEFLIN Journal - A publication on the teaching and learning of English

This study investigated teachers’ grading decision making, focusing on their beliefs underlying their grading decision making, their grading practices and assessment types, and factors they considered in grading decision making. Two teachers from two junior high schools applying different curriculum policies in grade reporting in Indonesian educational context were interviewed in depth to reveal their grading decision making. The results show that the teachers believe that assigning grades is not only for measuring the students’ ability, but also for making them active users of the language, giving them life skills and experience and motivating them. In addition, these teachers use various grading practices involving not only formal assessment but also informal one. Remedial tests, giving more tasks and grade adjustment are also done to reach the criteria of passing grade. The factors considered in grading decision making are achievement factors in the forms of scores from formal an...

Effective controlling of the teaching-learning demands effective measures of evaluation. It needs to be sufficiently reliable, valid, objective, comprehensive, diagnostic, formative, summative and practicable. The ongoing measures and techniques adopted in our schools and educational set up suffer from many of the drawbacks, and limitations. A number of measures have now been coming up for bringing improvement in the evaluation system; the significant ones are mentioned adopting the grading system. The study will be conduct on grading to provide the best evaluation system for student which develops the learning habit in new generation.

2020

In the context of the increase in the quality of the didactic act, the research on the report between the causes and the results which are activating the educational context, the reductionalist temptations and the ways of avoiding them, constitute a priority of the educational sciences. The quality of the didactic activity results, most of the time, from the competence with which the didactic staff manages to obtain good results which correspond to their settled goals, as part of organized and intentionally unfolded activities. The efficiency and efficaciousness with which a pedagogue manages to unify the three major activities of the educational process – teaching, learning and evaluation – do not reflect only the pedagogical competences and their skilfulness, but also their moral qualities. Thus some of the moral principles and values are reflected in the style of teaching, in ,,the personal equation of the teacher”, as a sign of subjectivism, from the act of evaluation, in the t...

International Journal of Management in Education, 2019

In today's society, acquiring knowledge is not enough. Learners and students have to be provided with problem-solving competences and become trained for an independent, lifelong process of learning and constructive self-criticism, and accepting responsibility. This is especially important in teaching interdisciplinary and multidisciplinary fields, such as STEM (science, technology, engineering and mathematics). Evaluation and assessment is an indispensable element also of the studentsʼ self-evaluation process. The two basic research questions in this study were: What are the goals of testing and assessment? Do teachers manage to regularly monitor the studentsʼ progress? The presented research focuses mainly on the strategies and methods for testing, evaluation and assessment in the interdisciplinary field of Science, Technology and Engineering (STE). The main research results showed that too little time is spent on formative assessment of individual students, and that students are thus unable to regularly monitor their learning progress.

In this study, before and after they become teachers, the views of preschool teacher candidates on knowledge, skills and practices regarding child assessment and evaluation were determined. This study utilizes qualitative research method, and interview technique was used to obtain data. The study group consists of 20 preschool teacher candidates who are senior students at a public university's department of preschool education. As data collection tool, 8 open-ended questions were designed and asked to participants. Among study group, nine teachers who work as teachers were volunteered to participate in the study. Four open-ended questions were transmitted to them electronically and descriptive analyses of all obtained data were conducted. As a result of the study, it was found that teacher candidates generally think that they have sufficient level of knowledge regarding assessment and evaluation. Teacher candidates also stated that the knowledge they gain during undergraduate education will contribute to child assessment in their teaching profession. However, participants' views have changed when they became teachers and they have started to question their competencies. Öz: Bu çalışmada, okul öncesi öğretmen adaylarının lisans eğitimi sırasında ve mezun olarak öğretmen olduktan sonra, çocuğu ölçme ve değerlendirmeye yönelik bilgi, beceri ve uygulamalarla ilgili görüşlerinin belirlenmesi amaçlanmıştır. Nitel araştırma yöntemine uygun olarak tasarlanan araştırma verilerinin elde edilmesinde görüşme tekniği kullanılmıştır. Araştırmanın çalışma grubu 2014-2015 eğitim öğretim yılı bahar döneminde bir devlet üniversitesinin Eğitim Fakültesi, Okul Öncesi Öğretmenliği bölümünde öğrenim gören 4. sınıf öğrencileri arasından genel akademik not ortalamaları göz önüne alınarak belirlenen ve araştırmaya katılmayı kabul eden 20 öğretmen adayından oluşmaktadır. Veri toplama araçları araştırmacılar tarafından hazırlanmıştır. Öğrenmen adayları için toplam 8 açık uçlu soru hazırlanarak çalışma grubuna yüz yüze sorulmuştur. Daha önce öğretmen adaylarından izin alınarak ses kaydı gerçekleştirilmiştir. Çalışma grubu içinden mezun olan ve öğretmenlik görevine başlayan 9 gönüllüye yine açık uçlu 4 soru elektronik ortamda iletilmiş ve elde edilen tüm verilerin betimsel analizleri yapılmıştır. Araştırma sonucunda elde edilen bulgular incelendiğinde okul öncesi öğretmen adaylarının genel olarak ölçme-değerlendirmeye ilişkin yeterli bilgi düzeyine sahip olduklarını düşündükleri ve lisans eğitimleri sürecinde edindikleri bilgilerin öğretmenlik mesleğinde çocuğu değerlendirme açısından katkı sağlayacağını ifade etmişlerdir. Ancak öğretmen olduklarında katılımcıların görüşleri değişmiş ve yeterliliklerini sorgulamaya başlamışlardır. Öğretmen olmadan önce ve öğretmen olduktan sonra katılımcıların çocuğu değerlendirmeye yönelik görüşlerinin farklılaştığı ortaya çıkmıştır. Anahtar Kelimeler: Okul öncesi öğretmen adayı, okul öncesi öğretmeni, ölçme-değerlendirme, çocuğu değerlendirme.

2015

Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje, 2016

The aim of the study was to explore the justification for the evaluation level in the process of self-evaluation of an educational institution in regard to the key stakeholders as evaluators. The data was collected through the Self-evaluation of ECEC Institution Project. The study refers to data collected in three organizational units of the same ECEC institution. The evaluation level is either a separate organizational unit or an ECEC institution as a whole. Participants in the study (N=189) were the following key stakeholders: 3 principals, 37 preschool teachers, 12 preschool specialists, 44 administrative / technical staff members and 93 parents. The quality of ECEC institution was evaluated through self-evaluation questionnaires developed through the aforementioned project. Data analysis confirmed that participants were very well informed about the quality area they were evaluating (95.28%). The Kruskal-Wallis test was used to explore differences in evaluation scores regarding t...

In recent years, there has been a growing concern for improving the quality of achievement of all learners at elementary and secondary level. But this aim to improve learners' quality and to universalize the improved quality is not being realized totally due to imperfect teaching -learning processes and improper evaluation practices which are conventional and narrow in their scope. In order to bring about some quality improvement, the National Policy of Education (1986) recommended that minimum levels of learning (MLL) be laid down at each stage of primary education and that steps be undertaken in terms of teaching and evaluation to ensure that all students attain minimum levels of learning. As a follow-up, the MLL for each subject at primary level were stated in terms of competencies, which constituted an expected performance target lending itself to criterion-referenced testing which is continuous and competency based.

Most of the industrialized countries are more and more adopting a new educational policy which implies rising attention to the quality of results of the educational and didactic work. The aim of this paper is presenting, through a case study, a possible method of self-evaluation, which is adoptable by the Italian school system but which could also be adopted in educational systems of other countries. The analyzed methodology emphasizes the rising differentiation of the formative offer, connected to the process of independence of the school. The originality of the work is embodied in highlighting how the process of independence of the Italian school made inevitable the passage from a logic of procedural control (attentive to the compliance of operational processes with the provisions of the law) to a logic of audit focused on results, closely tied to the appropriateness of results, with particular emphasis to the prearranged aims and standards.