Evaluation associated with the link between academic and cognitive activities of students
Successes of academic and activity that is cognitive of students are characterized by quantitative and qualitative indicators expressed and recorded by the evaluation.
Assessment of real information - definitions and expressions in conditional units (points), along with evaluative judgments regarding the instructor of real information, skills and abilities of pupils prior to what's needed associated with curriculum.
Concept of requirements for evaluating the outcomes of intellectual activity of students
In modern pedagogy of senior high school there are different methods to the meaning of criteria for evaluating the total outcomes of cognitive activity of students. Some scientists propose for the item of assessment to just take the structural the different parts of educational tasks, particularly:
- Content component - the actual quantity of information about the thing of research (prior to curricula, state requirements). Whenever evaluating the next faculties of real information to be analyzed: completeness, correctness, logic, understanding (understanding, the difference involving the primary plus the additional); verbalization, this is certainly verbalization (translation, explanation); capability to apply knowledge, etc.
- Operational-organizational component - the capability of this pupil to find the methods for action with regards to the curriculum regarding the evaluated discipline (substantive actions); specific mental faculties, ie ability to compare, abstract, classify, generalize, etc. (mental actions); abilities to evaluate, plan, organize, control the method plus the link between the job, basic activity (general educational actions). The analysis, plus the correctness, independency associated with performance when it comes to novelty ( because of the model, comparable, relatively brand new), may also be to be analyzed. understanding and design that is verbal reproduction (translation), description, application in conditions of novelty, etc.
- Emotional and motivational component - attitude to examine (indifferent, perhaps not enough good, interested, expressive, good).
These faculties could be taken being a basis for determining the amount of academic success, general criteria with regards to their assessment and appropriate assessments (in points).
Other criteria for assessment student's success
The requirements for evaluation may be also:
- character of assimilation of already understood knowledge (standard of understanding, 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 independence of this presentation, the culture of message;
- level of mastering already known ways of activity, skills and abilities of application associated with the obtained knowledge in training;
- mastering the ability of innovative activity;
- quality regarding the work (external design, the pace of execution, diligence, etc.).
Some instructors consider the amount of knowledge to end up being the criterion that is main assessment:
- reproductive (knowledge is consciously observed, fixed in memory and reproducible information that is objective subjects of cognition);
- reconstructive (knowledge is manifested within the willingness and cap ability of this pupil to utilize them in similar, standard or variational conditions);
- creative (students can effortlessly use knowledge and assimilated means of acting in non-typical situations).
Today, numerous educators are developing their own way of evaluating students' knowledge, skills and abilities. Into the viewpoint of some of them, the assessment ought to be in line with the content and amount of errors produced by the pupil. They argue their point of view that in a few recreations a performance without mistakes and shortcomings is estimated by the number that is maximum of, and also for the mistakes which can be made, the rating is paid off (gymnastics, acrobatics, figure skating, etc.). Proceeding from such recommendations, some scholars consider it expedient to take evaluation that is certain and defects in oral responses and written works for the evaluation criterion. It's important to elaborate norms of assessments customwritings, that is, to look for the quantity of mistakes and defects that correspond to a particular evaluation. Criteria and norms of assessments must be developed for every single discipline that is academic consequently, the necessity for any universal, general assessment criteria disappears.