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Articolul urmator |
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Ultima descărcare din IBN: 2024-04-02 10:09 |
Căutarea după subiecte similare conform CZU |
371.26 (154) |
Educație (14671) |
SM ISO690:2012 MÎRZENCO, Tatiana. Autoevaluarea și evaluarea reciprocă a elevilor: particularități formative. In: Calitate în educație - imperativ al societății contemporane, 4-5 decembrie 2020, Chişinău. Chișinău, Republica Moldova: CEP UPS „I.Creangă”, 2020, Vol.2, pp. 287-292. ISBN 978-9975-46-482-6; 978-9975-46-484-0. |
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Calitate în educație - imperativ al societății contemporane Vol.2, 2020 |
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Conferința "Calitate în educație - imperativ al societății contemporane" Chişinău, Moldova, 4-5 decembrie 2020 | ||||||
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CZU: 371.26 | ||||||
Pag. 287-292 | ||||||
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Self-assessment and mutual assessment are considered alternative assessment methods. Self-assessment is the student's ability to develop and issue valuable assessments regarding their own skills and school performance, to their own person in general. The teacher must encourage the student to make his own assessment, because only in this way will the formative role of the assessment be achieved. From a formative point of view, self-assessment is a priority in relation to assessment by the teacher or colleagues. The person's subjectivity prevents her from assessing herself correctly, so the evaluation criteria would help to assess the person properly. The capacity for self-evaluation is developed through techniques of: self-correction, controlled self-notation, mutual grading, the method of objective assessment. Self-assessment is a form of organization and appreciation representing the expression of an intrinsic motivation towards learning. The diversity of assessment tools will develop an adequate self-assessment in students. |
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Cuvinte-cheie self-evaluation, mutual evaluation, evaluation criteria, self-assessment, evaluation tools |
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