Οι απόψεις των εκπαιδευτικών της Πρωτοβάθμιας Εκπαίδευσης Νομού Χαλκιδικής σε σχέση με την περιγραφική αξιολόγηση των μαθητών/ μαθητριών (Master thesis)
Βαλιάνου, Στέλλα
This paper describes the results of the research conducted in the context of a
postgraduate degree thesis, in "Master of Science in Management & Organization of
Educational Units”, at the “Bussines Organization and Management” of the
Alexandrian Technological Educational Institute of Thessaloniki (ATEI).
It discusses the use of authentic assessment in Greek Primary Education.
Authentic assessment is an alternative form of evaluation that is suggested for all grades
of Primary Education according to the new curriculum. It requires the combination of
a variety of evaluation strategies, such as student’s portfolio, observation, self assessment, etc.
In this context, the present research explores the views of primary school
teachers in the region of Chalkidiki, Greece, in relation to authentic assessment. Their
stance on the matter is of great importance because they are the ones responsible for its
implementation. Our goal is to determine their level of knowledge about it and the
extent to which they implement alternative evaluation methods during their everyday
practice, as well as to explore their views concerning the pros and cons of authentic
assessment in comparison to the existing grading assessement system. Ultimately, an
effort was made to assess their eagerness to change their evaluation methods by
adopting authentic assessment.
Using questionnaires as a research tool and software for analyzing the results,
it was found that the more informed teachers are about the philosophy and methods of
authentic assessment, the more likely they are to apply them in practice and the more
positive attitude they have towards their training in new alternatives methods of
assessing student performance. They agree that numerical scores lead to great
competition among students and that grades are a reason why parents put pressure on
their children. In general, they argue that authentic assessment contributes to better
communication among teachers, students and parents/ guardians. They believe that it
would be good to change the way students are assessed as they consider it feasible to
apply both assessment methods in parallel.
Institution and School/Department of submitter: | Σχολή Διοίκησης και Οικονομίας/ Τμήμα Διοίκησης & Οργάνωσης Εκπαιδευτικών Μονάδων |
Subject classification: | Εκπαιδευτικοί πρωτοβάθμιας εκπαίδευσης--Ελλάδα--Χαλκιδική --Στάσεις Primary school teachers--Greece--Chalkidiki -- Attitudes Μαθητές -- Αξιολόγηση των Students -- Rating of |
Keywords: | Περιγραφική αξιολόγηση;Descriptive evaluation;Μεθοδολογία;Methodology;Μέθοδοι;Methods;Μαθητές;Students;Εκπαιδευτικοί πρωτοβάθμιας εκπαίδευσης;Primary school teachers;Νομός Χαλκιδικής |
Description: | Μεταπτυχιακή εργασία- Σχολή Διοίκησης και Οικονομίας- Τμήμα Διοίκησης & Οργάνωσης Εκπαιδευτικών Μονάδων, 2019 (α/α 11277) |
URI: | http://195.251.240.227/jspui/handle/123456789/14213 |
Appears in Collections: | Μεταπτυχιακές Διατριβές |
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File | Description | Size | Format | |
---|---|---|---|---|
Balianou.pdf | 1.34 MB | Adobe PDF | View/Open |
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