APPLICATIONS OF INTERACTIVE DIDACTIC EVALUATION IN PRE–ACADEMIC LEARNING SYSTEM

TitleAPPLICATIONS OF INTERACTIVE DIDACTIC EVALUATION IN PRE–ACADEMIC LEARNING SYSTEM
Publication TypeJournal Article
Year of Publication2009
AuthorsValentin Cosmin Blândul
JournalProblems of Education in the 21st Century
Volume17
Start Page10-15
Date PublishedNovember/2009
Type of ArticleOriginal Article
ISSN1822-7864
Other NumbersICID: 900320
Keywordsdidactic interactive evaluation, educational system, self-evaluation
Abstract

The interactive didactic assessment (self-assessment / inter-assessment) is an extremely actual issue in which many teachers and specialists in education are interested. The interactive didactic assessment is defined as being that kind of control and examination activity in which the pupil/student has the possibility to appreciate both his/her knowledge and the knowledge of his colleagues, while the teacher’s intervention is more like a prompt and systematic support given to the students in order to impose a formative character to the process. The most important strategies, which can be used in the didactic assessment, are: self-grading, self-correction, the method of the objective appreciation of the personality, and so on.
The hypothesis of this research is that the use of some interactive strategies of the above mentioned types in the process of didactic assessment would lead to an obvious improvement /optimization of both school and personal performance of students. The lot of students belong to the secondary schools and high-schools from Bihor county and the work technique consisted of the three basic stages of the traditional experiment: the pre-testing ( didactic tests were given to the experimental and control lots), the experimental intervention (some strategies of self-assessment/ inter-assessment are used for the experimental lot) and the post-test stage (a new didactic test is given to both lots). The results obtained in this experiment show that the classes in which the interactive didactic assessment was used, the students’ grades at the disciplines included in this experiment significantly improved, fact that confirms the general hypothesis.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=900320
Refereed DesignationRefereed
Full Text