Changes in Student Achievement Assessment System in Selected European Countries  - a Comparative Study

Changes in Student Achievement Assessment System in Selected European Countries - a Comparative Study

Podtytuł: 978-83-7308-655-5
ISBN:
39,80 zł

An international team of educationalists has undertaken the difficult task of exploring those neglected districts and researching the meander of various school assessment systems followed in order to draw more academic conclusions and reconsider the options available in terms of revitalizing the system or giving it a fresh start. The research was comparative by principle and resulted from a long term cooperation among universities in Germany, Poland, Russia, Belorussia, the Czech Republic and Hu

Ilość

An international team of educationalists has undertaken the difficult task of exploring those neglected districts and researching the meander of various school assessment systems followed in order to draw more academic conclusions and reconsider the options available in terms of revitalizing the system or giving it a fresh start.

The research was comparative by principle and resulted from a long term cooperation among universities in Germany, Poland, Russia, Belorussia, the Czech Republic and Hungary as well from a number of international seminars on changes in education which have taken place in result of the state reform in eastern and Central Europe as well subsequent stages of the school reform introduced in particular countries of the area. The research carried out on a parallel basis in three countries: Germany, Poland and Russia is presented in particular chapters of this book. In order to make sure that research in really comparative in nature, research strategy, procedure and methodology were agreed in advance. The research focused on the following issues:

– what is the value of school assessment from the point of view of teachers, students and their parents?

– what are the major functions of assessment and to what extent its interpretation varies depending on school courses?

– what is assessed in particular courses?

– what are the expectations of particular subjects in terms of form, function and principles of assessment?

– what, according to the subjects researched, stands for or against school assessment and its function?

– to what extent students participate in self- and peer-assessment?

– what is the impact of school assessment on inter-personal relations in schools as well as on students’ attitude to school and learning?

– what changes should be introduced in the school assessment system according to the subjects researched?

The research material collected allowed particular contributors to carry out in-depth analyses and draft detailed reports. The aim of the reports was to offer answers to the following principle research questions put forward: how have school assessment systems changed in particular countries and to what extent the changes respond to the needs and expectations of principle research subjects i.e. students, teachers and parents in the process of education, but also to what degree changes in the assessment system follow transformations in pedagogical thinking as well as in academic theory.

978-83-7308-655-5
100 Przedmioty

Sałaciński Lech

doktor nauk humanistycznych w zakresie pedagogiki. Specjalizuje się w teorii wychowania. Rozprawa doktorska nosiła temat: Nieprawidłowości w wychowaniu szkolnym. Typy, uwarunkowania, przeciwdziałania. Pracownik Zakładu Teorii Wychowania i Pedeutologii Wydziału Pedagogiki, Socjologii i Nauk o Zdrowiu na Uniwersytecie Zielonogórskim.

http://nauka-polska.pl/dhtml/raporty/ludzieNauki?rtype=opis&objectId=26684&lang=pl

Seidel Andreas

Notka biograficzna w przygotowaniu.

Editorial

Educational Reform and School-based Assessment of Attainment.

Current Assessment of Attainment in the Upper Classes of Secondary

Schools – Problem Analysis within the Framework of an International

Joint Project

PART I

Assessment of School Achievements in Poland

Current Tendencies in the Assessment System in Poland

The Change of Factors in the Assessment of Learners’

Achievements Practice in the Polish School Assessment of School Achievements

in Theoretical Discourse and Empirical Studies – Discourse on School Assessment

The Practice of Assessing the Achievements of Students in the Polish School – Research Report

The Role of Evaluation in Contemporary School: An Example of the Opole Voivodship

Arletta Poręba-Konopczyńska

The School Grade Functioning in the Eyes of Teachers, Students and Their Parents

PART II

Assessment of School Achievements in Germany

School-based Assessment in the Framework

of the Reform of the First Years of Secondary School in the State of Brandenburg

PART III

Assessment of School Achievements in Russia

Modern State of the Problem of a School Mark in Russia

The Problem of Evaluating Scholar Achievements in Russia,

on the Example of Sankt Petersburg – Concluding Report

Epilogue Meanders of School Assessment – Final Remarks

Information of Authors

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