Petrovska, Kristina (2017) ПЕДАГОШКО – ПСИХОЛОШКИ РЕФЛЕКСИИ НА ОПИСНОТО ОЦЕНУВАЊЕ ВО РЕПУБЛИКА МАКЕДОНИЈА. Doctoral thesis, University "St.Kliment Ohridski" - Bitola.
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Abstract
Student’s assessment has always been a very significant, current and also very sensitive social phenomenon. It is not only an indicator of student’s achievement, but also a real indicator of the pedagogical maturity of social, institutional and individual processes and changes.
With the development of the docimology as science in the last decades, we can see an increased attention towards the whole process of assessment in the pedagogical theory and practice, on both global and domestic/national level. What stands out in this field lately are the polemics about the long term domination of using exclusively numerical assessment to show student’s achievements and progress. This lead to an increased interest for innovation of the existing models of assessment, as well as the need of introducing new models and following their implications. The main problem in this paper is exactly the pedagogical and physiological reflections on the effects of implementing the descriptive assessment in the Republic of Macedonia.
The main purpose of the paper is to present the current state in our country that is a result of the implementation of the descriptive assessment as mandatory in all primary schools. We use a specially constructed questionnaire in order to gain data about the pedagogical and psychological reflections on descriptive feedback among teachers, students and their parents. The questionnaire has several areas of interest like motivation, objectivity, acceptance, quality, competence etc. The population refers to all teachers, students and parents in primary education and the samples are chosen in both urban and rural environment. The research results are showing the opinions of all subjects involved in the research regarding the justifications and effectiveness of implementing this type of assessment in our schools. The final findings show an existence of mostly negative attitudes among teachers, students and parents toward the effects of descriptive feedback.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Subjects: | Scientific Fields (Frascati) > Social Sciences > Educational sciences |
| Divisions: | Doctoral Dissertations |
| Depositing User: | M-r Bojan Mihajlovski |
| Date Deposited: | 31 Oct 2023 12:49 |
| Last Modified: | 31 Oct 2023 12:49 |
| URI: | https://eprints.uklo.edu.mk/id/eprint/9026 |
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