Evaluation for the outcomes of educational and intellectual activities of students

Evaluation for the outcomes of educational and intellectual activities of students

Successes of academic and activity that is cognitive of students are seen as a quantitative and qualitative indicators expressed and recorded by the evaluation.

Assessment of real information – definitions and expressions in conditional devices (points), along with evaluative judgments for the trained teacher of real information, skills and abilities of students prior to certain requirements associated with the curriculum.

Definition of criteria yourwriters for assessing the total results of cognitive task of pupils

In contemporary pedagogy of senior high school you will find different methods to this is of criteria for evaluating the total link between cognitive task of pupils. Some scientists propose for the thing of evaluation to use the structural aspects of academic tasks, specifically:

• Content component – the total amount of understanding of the thing of study (according to curricula, state standards). Whenever assessing the next faculties of knowledge to be analyzed: completeness, correctness, logic, understanding (understanding, the distinction amongst the main plus the additional); verbalization, this is certainly verbalization (interpretation, explanation); capacity to apply knowledge, etc.
• Operational-organizational component – the power of the student to choose the ways of action with regards to the curriculum regarding the evaluated discipline (substantive actions); specific psychological traits, ie ability to compare, abstract, classify, generalize, etc. (mental actions); skills to investigate, plan, organize, control the method in addition to link between the duty, basic activity (basic academic actions). The analysis, along with the correctness, independency of the performance with regards to novelty ( by the model, comparable, reasonably brand new), are become analyzed. understanding and design that is verbal reproduction (interpretation), description, application in conditions of novelty, etc.
• Psychological and component that is motivational attitude to review (indifferent, maybe not enough positive, interested, expressive, good).

These characteristics may be taken as being a foundation for determining the degree of educational achievement, basic requirements because of their assessment and appropriate assessments (in points).

Other requirements for evaluation pupil’s success

The requirements for evaluation may additionally be:

• character of assimilation of currently known knowledge (degree of awareness, durability of memory, amount, completeness and precision of knowledge);
• The quality of knowledge discovered by the learning pupil, the logic of reasoning, the argumentation, the series and freedom associated with presentation, the tradition of speech;
• level of mastering currently understood ways of activity, abilities and skills of application associated with the obtained knowledge in training;
• perfecting the ability of innovative activity;
• quality of this work (external design, the rate of execution, diligence, etc.).

Some instructors look at the degree of knowledge to function as main criterion for assessment:

• reproductive (knowledge is consciously identified, fixed in memory and reproducible information that is objective subjects of cognition);
• reconstructive (knowledge is manifested within the willingness and cap ability associated with pupil to put on them in similar, standard or variational conditions);
• creative (students can effectively use knowledge and assimilated means of acting in non-typical circumstances).

Today, numerous educators are developing their approach that is own to students’ knowledge, abilities and abilities. Within the viewpoint of a few of them, the assessment should always be on the basis of the content and amount of mistakes produced by the student. They argue their viewpoint that in a few sports a performance without mistakes and shortcomings is approximated because of the maximum wide range of points, and also for the mistakes which can be made, the rating is paid off (gymnastics, acrobatics, figure skating, etc.). Proceeding from such suggestions, some scholars ponder over it expedient to take certain evaluation errors and defects in dental reactions and written works well with the evaluation criterion. It is important to elaborate norms of assessments, this is certainly, to determine the quantity of errors and defects that correspond to an assessment that is particular. Criteria and norms of assessments must be developed for every discipline that is academic therefore, the need for any universal, generalized assessment requirements vanishes.