Studentų mokymosi, grįsto skirtinga edukacine paradigma, rezultatų vertinimo ypatumai

LT[...] Tyrimo tikslas - atskleisti student mokymosi, grįsto skirtinga edukacine paradigma, rezultatų vertinimo ypatumus. Uždaviniai: apibrėžti studentų mokymosi vertinimą edukacinių paradigmų požiūriu; įvertinti mokymosi paradigmos realizavimo sąlygas universitetinėse magistro studijose. Tyrimo metodai: mokslinės literatūros analizė; natūralus eksperimentas. Mokslinės literatūros analizė leido išryškinti, kaip keičiasi mokymo, mokymosi ir vertinimo sąsajos pereinant nuo mokymo į mokymosi paradigmą. Apibendrinant taikomą vertinimo sistemą edukacinių paradigmų atžvilgiu, pateikta studentų mokymosi vertinimo kaita. Natūralus eksperimentas atliktas 2009 rugsėjo-gruodžio mėnesiais. Buvo tiriamas 311 kurso edukologijos magistro studijų studentas. Tyrimo rezultatai leidžia teigti, kad studentai nėra pilnai pasiruošę dirbti mokymosi paradigmos sąlygomis. Vis dar daugumai studentų norisi, kad jiems vadovautų dėstytojas, kad būtų pateiktos visos galimos „instrukcijos“. Iš pateiktų atsakymų būtų galima daryti prielaidą, kad dauguma magistrantų dar nenori, o ir nepasiruošę už savo mokymąsi prisiimti atsakomybę. Paprastai dėl nesusišnekėjimo, nesupratimo kaltę permeta ant kitų studentų ir / ar dėstytojo pečių, ar ieško priežasčių netinkamai sukurtoje (bet ne susikurtoje) mokymosi aplinkoje. Ieškodami atsakymų, kodėl studentai dar nepasiruošę dirbti mokymosi paradigmoje, galime įvardyti tokias priežastis kaip studentų baimė, laiko stoka, negebėjimas bendrauti, nesusikalbėjimas tarp studentų, dėstytojo ir pan. Mokymosi paradigmos vertinimo dalinį virtimą sąveikos paradigma grįstu vertinimu rodo tokie faktai kaip studento ruošimasis atsiskaitymui pagal dėstytojo pateiktą informaciją ir nurodymus; dėstytojo iniciatyva aktyvinti mokymosi procesą ir studentų savęs vertinimą.[...]. [Iš leidinio]Reikšminiai žodžiai: Edukacinė paradigma; Mokymosi vertinimas; Studijų procesas; Assessment of learning; Educational paradigm; Study process.

ENHigher education quality assurance is tightly consistent with assessment. Quality assurance gained its key position in the Bologna process (Bologna with Students Eyes, 2009). Thus, the contribution of the study process participants into higher education quality is really significant. Life-long learning enables both students and teachers taking responsibility for study process quality. Striving for higher quality in higher education, much attention should be paid for improvement of the study process and its components such as teaching, learning and assessment. […] Therefore, the assessment process has to be compatible with the pedagogical system and the educational paradigm, respectively. The assessment of student’s knowledge is one of the hardest tasks for teacher since it is significant for the evaluator and the evaluatee. Search for new teaching and learning methods and innovative methods of assessment are scientist’ efforts to solve issues related to learning assessment. However, issues related to learning assessment are dealt randomly, with more emphasis on the practical side of the assessment process, e.g. application of alternative methods of assessment. Assessment of student’s learning process has to be based on assessment models with the emphasis on the educational paradigm. Change in the educational paradigm which modifies conceptual basis of study make us think through the assessment objectives, meaning and importance within the study process as well as consistency between the assessment system and the concept of the pedagogical system.The aim of the paper was to identify coherence between the educational paradigm and the assessment of students’ learning. The objectives of the research were to identify the assessment of students’ leaning in the context of the educational paradigm and to evaluate applications of the learning paradigms in universities studies. The methods of the research were as follows: review of the scientific literature and natural experiment. The review of the scientific literature revealed the changes of teaching, learning and assessment in the process of transfer from teaching into learning paradigm. The natural experiment was carried out from September to December, 2009. The participants of the experiment were the first-year Master students in Education (34 respondents). The results of the research showed that students were not ready to work under the conditions of the learning paradigm. The majority of students were unwilling and reluctant to take their own responsibility for their learning. Due to the lack of mutual understanding and self-criticism, students tended to blame ‘improper’ learning environment. The reasons for un-preparedness might be students’ fear, lack of time and poor communication skills. Transfer from the learning paradigm to the interaction paradigm was demonstrated by students’ preparedness to account according to the information and the teacher’s directions provided, as well as teacher’s initiatives to activate the learning processes and to encourage students’ self-evaluation. As the results show, teacher still dominates in the study process due to inadequate preparedness for the learning paradigm. [text from author]