Session Information
SES F 07, Paper Session
Paper Session
Contribution
In upbringing and education, there is recently a larger emphasis put on the object of and different forms of achieving self-evaluation. Various authors say that this assessment of achievements according to inner criteria is a distinctively intuitive process, a self-judging of achievements, identification of strong and weak points and planning of activities that would improve results. Self-assessment is nevertheless important for efficient learning because it enables pupil’s autonomy and independence. For any form of efficient learning, a pupil must develop the ability of reflection, because this is the only way one can adapt learning strategies and develop metacognitive levels.
I would like to emphasize the meaning of self-evaluation in after-school care in schools, during which the pupils are not precisely guided to acquiring knowledge; this is however also their time to relax and play with their classmates. I find it very important that also this work is evaluated. In this way, pupils can improve their concentration in independent learning, knowledge and personalizing rules and as well as motivation to be included in different activities. I believe that self-assessment contributes to pupils’ more qualitative work and spending of free time, which can also be seen, when they continue with activities also when they are no longer under teacher’s supervision. Self-assessment also influences gaining better tolerance and mostly, better self-image of pupils. I personally think that the process of self-assessment is a useful help in individual forming of identity. To achieve successful self-evaluation, the pupils must have clear goals, which they want to achieve, because this is the only way for them to know what to do to improve their knowledge and activities.
This article presents a didactic instrument for self-evaluation, which I created alone and tried with help of pupils’ suggestions in after-school care.
The article also features the results of comparable researches, which present the discussed issue according to international criteria.
This approach is to some extent similar to the educating portfolio, but its functions are somewhat different. A portfolio has the function of evaluating knowledge and presenting achievements as well as a development function. It is designed by a teacher or pupil to help their teaching, self-learning and personal as well as professional development (Istenič Starčič).
A didactic instrument for self-evaluation of pupils in after-school care is introduced into pupils’ every-day life. With its help, pupils go through an individual process, in which they evaluate their work, following the rules, general feeling and behaviour. Every one of them individually observes their own development by being aware of certain common set directives.
The aim of this research is to confirm a positive effect of introducing a didactic instrument for self-evaluation into the process of after-school care. It is an experiment to observe pupils’ behaviour, general feelings and activities. I wish to precisely discover its influence on knowledge, personalization of rules, general feeling and decision-making for various activities of pupils, consequentially also its influence on pupils’ self-image.
Method
Expected Outcomes
References
• Aber Jordan, N. (2006): Uvajanje portfolija na razredni stopnji OŠ. Magistrsko delo. Ljubljana: Pef. • Boud, D. (1995): Enhancing Learning Through Self Assessment. London: Kogan Page. • Gipps, C. (1994): Quality in Teacher Assessment. Enhancing Quality in Assessment. London: PCP, str. 71 – 86. • Henry, Diane E.(1994): Whole Language Students with Low Self Direction: A Self-Assessment Tool. Virginia. • Istenic Starcic, A. (2008). Learning e-portfolio facilities and functions. V: Zamanillo S. M. (ed.). Distance learning, multimedia and video technologies. proceedings of the 8th WSEAS International Conference on Multimedia, Internet and Video Technologies (MIV '08) : proceedings of the 8th WSEAS International Conference on Distance Learning and Web Engineering (DIWEB '08), Santander, Cantabria, Spain, September 23-25, 2008, (Recent advances in computer engineering). [S. l.]: World Scientific and Engineering Academy and Society. • Johnson, R.S. et al (2006): Developing Portfolios in Education. A Guide to Reflection, Inquiry and Assessment. Los Angeles: SAGE Publications. • Kankaanranta, M.(1996): Self-Portrait of a Child: Portfolios as a Means of Self-Assessment in Preeschool and Primary School. Finland: Authentic Assessment. • Laviere, D.A. (2002). Improving Teaching throught Improving Evaluation: A guide to Course Portfolios. Journal of Marketing Education, 24/2.104-113 • Mason, R., Pegler, C.,Weller, M.(2004). E-portfolios: an assessment tool for online courses. British Journal of Educational Technologies, 35/6, 717-727. • Mirjanič, A. (2005): Portfolio kot oblika preverjanja in ocenjevanja. Ocenjevanje znanja v sodobni šoli, zbornik prispevkov. Ljubljana: Supra, str. 52 -55. • Razdevšek-Pučko, C. (1999): Mapa učenčevih dosežkov. Učenje in poučevanje tujega jezika. Koper: ZRS, str. 153 -158. • Sentočnik, S. (2005): Portfolio – podpora aktivnemu, vseživljenjskemu učenju. Spodbujanje aktivne vloge učenca v razredu, zbornik prispevkov. Ljubljana: ZRSŠ, str. 166 – 181). • Sentočnik, S. (2000): Pomen refleksije za kakovostno izobraževanje. Zbornik prispevkov 2000. Ljubljana: ZRSŠ, str. 10 – 14.
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