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Theoretical Preconditions for [a] Change in the Student Assessment System: Toward Good Practices

Data publikacji: 31.12.2020

Labor et Educatio, 2020, 8 (2020), s. 73-93

https://doi.org/10.4467/25439561LE.20.001.12992

Autorzy

,
Asta Volbikienė
Šiauliai University, Šiauliai, Litwa
https://orcid.org/0000-0001-7212-7914 Orcid
Wszystkie publikacje autora →
,
Neringa Vilkaitė-Vaitonė
Vilnius Gediminas Technical University
, Litwa
https://orcid.org/0000-0002-4208-149X Orcid
Wszystkie publikacje autora →
,
Remigijus Bubnys
Šiauliai University, Šiauliai, Litwa
https://orcid.org/0000-0002-7614-7688 Orcid
Wszystkie publikacje autora →
Rūta Girdzijauskienė
Lithuanian Academy of Music and Theatre, Wilno, Litwa
https://orcid.org/0000-0003-3136-5371 Orcid
Wszystkie publikacje autora →

Tytuły

Theoretical Preconditions for [a] Change in the Student Assessment System: Toward Good Practices

Abstrakt

Student formal assessment is the core axis of the educational process that affects the whole teaching / learning activity, its quality, students’ success experience, their self-respect and self-esteem, and the perception of self-efficacy. By recognising prospects as the main learning objective and defining the outcome as personal and authentic learner progress, the assessment raises the need to pay a due attention to reflection, deep consideration, and feedback to all participants of the educational process. Against this background, doubts are started to be raised about appropriateness of the grade, currently being one of the most popular methods of the formal student assessment, leading to the scientific problem of this article. Over the last few decades, a shift in the assessment has been observed, from the focus exclusively on the end result to a stronger orientation toward the whole educational process, with an emphasis on motivating students to learn and strengthening their involvement in the educational process. These changes are illustrated by the Finnish good practice where, in an environment based on mutual trust and respect, and without questioning the importance and need for testing learners’ knowledge, abilities, and skills in the teaching / learning process, alternative assessment methods: portfolio assessment and learning conversations, are successfully used. To transfer examples of the good practice and adapt them to the national context, it seems reasonable to apply theories and models of change management. Achieving a targeted and effective change in the area of the assessment requires a process-focused approach to the change management.

Bibliografia

Pobierz bibliografię

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Informacje

Informacje: Labor et Educatio, 2020, 8 (2020), s. 73-93

Typ artykułu: Oryginalny artykuł naukowy

Tytuły:

Angielski: Theoretical Preconditions for [a] Change in the Student Assessment System: Toward Good Practices
Polski: Warunki teoretyczne dla zmiany w systemie oceniania studentów: dążąc do dobrych praktyk

Autorzy

https://orcid.org/0000-0001-7212-7914

Asta Volbikienė
Šiauliai University, Šiauliai, Litwa
https://orcid.org/0000-0001-7212-7914 Orcid
Wszystkie publikacje autora →

Šiauliai University, Šiauliai, Litwa

https://orcid.org/0000-0002-4208-149X

Neringa Vilkaitė-Vaitonė
Vilnius Gediminas Technical University
, Litwa
https://orcid.org/0000-0002-4208-149X Orcid
Wszystkie publikacje autora →

Vilnius Gediminas Technical University
Litwa

https://orcid.org/0000-0002-7614-7688

Remigijus Bubnys
Šiauliai University, Šiauliai, Litwa
https://orcid.org/0000-0002-7614-7688 Orcid
Wszystkie publikacje autora →

Šiauliai University, Šiauliai, Litwa

https://orcid.org/0000-0003-3136-5371

Rūta Girdzijauskienė
Lithuanian Academy of Music and Theatre, Wilno, Litwa
https://orcid.org/0000-0003-3136-5371 Orcid
Wszystkie publikacje autora →

Lithuanian Academy of Music and Theatre, Wilno, Litwa

Publikacja: 31.12.2020

Otrzymano: 09.03.2020

Zaakceptowano: 10.09.2020

Status artykułu: Otwarte __T_UNLOCK

Licencja: CC BY-NC-ND  ikona licencji

Udział procentowy autorów:

Asta Volbikienė (Autor) - 25%
Neringa Vilkaitė-Vaitonė (Autor) - 25%
Remigijus Bubnys (Autor) - 25%
Rūta Girdzijauskienė (Autor) - 25%

Korekty artykułu:

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Języki publikacji:

Angielski