Studentų įsivertinimo turinio, formos ir dažnumo įtaka dalyko išmokimo rezultatyvumui

LTDėl mokymo/mokymosi paradigmų kaitos vis daugiau dėmesio skiriama pačių studentų įtraukimui į mokymosi pasiekimų vertinimo procesą. Vienas iš įtraukimo būdų yra studentų įsivertinimas, kuris pastaruoju metu vis labiau tyrinėjamas. Šiame straipsnyje nagrinėjamas studentų įsivertinimo ir studijų dalyko išmokimo rezultatyvumo ryšys. Pateikiami apklausos, kurioje dalyvavo 622 socialinės pedagogikos studijų programų studentai, rezultatai. Tyrimas parodė, kaip dalyko išmokimo rezultatyvumas priklauso nuo studentų įsivertinimo taikymo ypatumų: dažnumo, turinio ir formos. [Iš leidinio]Reikšminiai žodžiai: Studentų įsivertinimas; Išmokimo rezultatyvumas; Student’s self-evaluation; Effectiveness of subject learning.

ENThe shift of instruction/learning paradigms influences the understanding of studies and the change of the roles of the study process participants. The new paradigm highlights an active student’s role in the learning process. Students’ self-evaluation is one of students involvement’s into study process ways. Definitions of the concept of self-evaluation indicate that self-evaluation is learner’s activity during which the learner makes decisions about his/ her progress, level of achievement of stated standard (criterion) in order to improve learning process. Choosing the relation between the students’ self-evaluation and the effectiveness of subject learning as the object of the research, the influence of content, forms and frequency of self-evaluation to the effectiveness of subject learning is taken into consideration in this paper. The aim of the research is to define how content, forms, and frequency of self-evaluation influence the effectiveness of subject learning and which one of mentioned elements is more important in the context of effectiveness of studies. The case of social pedagogy daytime studies was chosen for the empirical research. General population of the research consisted of 993 social pedagogy daytime students, studied in all Lithuanian higher education institutions in 2008. During the survey, 622 filled in questionnaires were collected. The research sample was oriented to 3 % margin of error (Žagminas, 2000), and significantly represented the actual situation of the social pedagogy studies in Lithuania, maintaining two main features of general population: the type of the institution (university/ college) and representation of the students. The originally created questionnaire was used for the research.Questions aimed to define forms, content, frequency of self-evaluation, and students’ opinion about influence of self-evaluation to effectiveness of subject learning were presented in the questionnaire. The features of effective selfevaluation used in the assessment were discovered analysing the answers about one subject selected and mentioned by the respondents where self-evaluation was most effective. Firstly, the importance of content, forms, and frequency of self-evaluation were established. Striving for the subject learning effectiveness different forms of self-evaluation (oral, written, and combined), different frequency (form 1 to 20 times per semester) can be used, and different content can be provided during self-evaluation activities (students‘ own progress measured, learning difficulties found out, learning gaps evaluated, insights about learning perspectives projected). Although three mentioned elements of self-evaluation are important in the context of subject learning effectiveness, the content of selfevaluation was discovered as the most effective one. The effectiveness of subject learning increases significantly, if students have to evaluate themselves their own achievements in written form, more than one time per semester pointing out the learning difficulties. [From the publication]