Mokinių pažangos ir pasiekimų vertinimo kaita edukacinės paradigmos virsmo sąlygomis

• Čiužas, Renaldas
• Navickaitė, Jolanta

LTKintant nacionaliniams ugdymo tikslams ir požiūriui į mokymosi prigimtį bei galimybes keičiasi reikalavimai mokytojų didaktinei kompetencijai. mokinių pažangos ir pasiekimų vertinimas yra svarbi mokytojo didaktinės kompetencijos dalis, kurios samprata ir funkcijos įgauna kitą prasmę edukacinės paradigmos virsmo sąlygomis. Straipsnyje pateikiami kiekybinio tyrimo rezultatai, siekiant atskleisti mokytojų nuostatas į vertinimo per pamoką procesą. [Iš leidinio]

ENIn transition of national curriculum and nature of learning process are changing requirement to teachers and its didactic competence. the assessment of student’s achievements is very important by analysing teacher’s didactic competence. Its concept is changing and assuming different point of change of educational paradigm. this article analyse teachers competence to asses students achievements. the concept of student’s assessment is described in three educational paradigms: influence pedagogy, interaction pedagogy and learning pedagogy. there is assumption that teachers attitude depend on which educational paradigm he guides. While carrying out the research 916 teachers and 931 students from different regions of Lithuania were questioned. referring to the obtained results, the following can be stated: 1. Often teachers use criterion-based and student’s progress fixed assessment’s strategies. teachers also know standard-based assessment but this concept they use very rarely. 2. In pedagogical process teachers use rarely interaction with student by assessing achievements, but they have theoretical knowledge about learning pedagogy based student’s assessment model and agree to importance to monitor and asses student’s progress. 3. the change of educational paradigm in assessment process is started but incident not to all teachers. 4. the change to attitude to assessment process depends on school location (city, town, village), teacher’s qualification, and subject. teachers from village schools or having teachers / senior teacher qualification category or science teachers are using significant frequently learning paradigm based student’s assessment concept. [From the publication]