THE PLANNING OF FORMATIVE ASSESSMENT IN THE ELEMENTARY SCHOOL

Zenuni-Idrizi, Valdeta (2019) THE PLANNING OF FORMATIVE ASSESSMENT IN THE ELEMENTARY SCHOOL. EDUCATION Journal of Educational Research, 1 (1-2). pp. 9-12. ISSN 2671 - 3276

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Abstract

One of the requirements of modern education, that is also a case of debate which we face every day in the pedagogical practice and in the successful realization of the learning process, is to control and evaluate the knowledge and the achievement of the students. During the evaluation, we have to focus on students’ abilities, given the work and the achieved success. In this way, grading would be more realistic, and it would be based on the individuality of each student. This way of assessing would also prompt a positive sense to the students’ work, and help them achieve a better success. Since the process of teaching and learning is a dinamic one, it is necessary to have a countinuous checking and assessing, and it is done very carefully by the teacher. The teacher has to set some goals in the beginning, that he/she should fulfil. These goals are about what students should learn; these are the aims of the lessons. Only in this way we can contribute in the education for a regularity in the performance of duties, and will ensure that the teacher has successfully carried out the process of students’ evaluation. This way of acting influences in a qualitative way the students’ engagement and activity. Thus, a teacher with a plan, realizes and assesss its teaching job. So, the aim of the research was to ascertain how the planning of formative assessment affects the improving of the teacher’s success and of the students’ achievements. Based on this purpose, and on the complexity of the problem posed above, we decided to use the technique of questionnaires for the teachers. Hence, 150 teachers from five elementary schools in Tetovo were given questionnaires to fulfil. From the obtained results, we came to a conclusion that the teachers become motivated and encouraged during the realization of the learning process, and also that they control and assess the knowledge and the achievements of the students in a systematic and planning way.

Item Type:	Article
Subjects:	L Education > L Education (General)
Divisions:	Faculty of Law, Arts and Social Sciences > School of Education
Depositing User:	Unnamed user with email zshi@unite.edu.mk
Date Deposited:	08 Nov 2019 09:43
Last Modified:	08 Nov 2019 09:43
URI:	http://eprints.unite.edu.mk/id/eprint/385

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