Articolul precedent |
Articolul urmator |
723 146 |
Ultima descărcare din IBN: 2024-03-21 12:41 |
SM ISO690:2012 DONEA, Lenuţa Ramona. Evaluarea formativă în învăţământul primar prin metode alternative (sau complementare). In: Perspectivele şi Problemele Integrării în Spaţiul European al Cercetării şi Educaţiei, Ed. 6, 6 iunie 2019, Cahul. Cahul, Republica Moldova: Universitatea de Stat „Bogdan Petriceicu Hasdeu‖ din Cahul, 2019, Vol.6, Partea 2, pp. 140-144. ISSN 2587-3563 . |
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Perspectivele şi Problemele Integrării în Spaţiul European al Cercetării şi Educaţiei Vol.6, Partea 2, 2019 |
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Conferința "Perspectivele şi Problemele Integrării în Spaţiul European al Cercetării şi Educaţiei" 6, Cahul, Moldova, 6 iunie 2019 | |||||
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Taking into account the conditions within the current Romanian education another way of approaching the assessment of school results is necessary, one that is more efficient, pupil-centred. The most common alternative methods of formative assessment are the systematic observance of students (consists of recording important data taken into account by the teacher in relation to pupils purchasing or relationships that are not measured), the project (represents a complex assessment method, per individual or per group, recommended to teachers for summative assessment), the portfolio (it is a complex assessment method, designed on a longer time sequence, which offers the possibility to issue a value judgment, based on a set of results), the investigation (provides the pupil with the opportunity to apply creatively the knowledge acquired in new and varied situations, over several hours or courses), self-assessment and interassesment (helps students to develop self-knowledge skills and capitalize their knowledge, attitudes and behavior). |
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Cuvinte-cheie assessment, project, portfolio, investigation, self-assessment and inter-assessment |
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