Zenki-Dalipi, Arbresha and Agai, Arita (2019) VISUALIZATION IN THE FUNCTION OF ASSESSMENT. EDUCATION Journal of Educational Research, 1 (1-2). pp. 140-149. ISSN 2671 - 3276

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Alongside the focus oriented in finding and developing effective approaches in teaching and learning, the contemporary theory of pedagogy is facing the biggest challenge that has to do with the assessment of students. The preoccupation of the methodologists and pedagogues is not only related to the “judgment" of evaluating students' achievements, but it also raises the question of how assessment can affect student motivation, so that it may have a positive impact on increasing their achievements. Contemporary practice refers to innovative teaching strategies; whose benefits extend to the evaluation process. The effects of visualization in the teaching process are evident, withough neglecting the benefits of providing assessments with a motivating function and objective evaluation. The tasks and the purpose of this research study are related to the description of key aspects of visualization, respectively its function in the process of evaluation. The study elaborates the degree of putting into function the contemporary approaches of evaluation, respectively the application of visualization in the evaluation process. In order to solve this problem, this empirical study, will examine the analysis oriented in visual interpretations, that in this case will be used as an overview of the achievements. In order to answer the research questions at hand, the students will undergo evaluation with application of visualization strategy and opposite practice evaluation. In order to avoid unwanted effects that may arise as a result of (not) mastering this strategy, the research will be conducted by evaluating the same group of pupils according to the two forms of assessment. The current study will use tests, teacher interviews, and retrieved data from participation, to verify the hypothesis that visualization has a positive effect on the process of evaluation. For this purpose, the research will answer the following questions: Are students willingly involved in the evaluation process through visualization? Is this assessment objective? Is this kind of assessment motivating? Does it provide a great insight into the student's achievements? Can it be applied to assess children with special needs? Does the evaluation through applying visualization provide additional data? Participants in the research included about 90 pupils from the first cycle of primary school, who have been actively tested and monitored. Collected data were analyzed through statistical methods, and results indicated that visualization has a positive effect on the process of evaluation.

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
Date Deposited: 09 Nov 2019 21:17
Last Modified: 09 Nov 2019 21:17

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