Hodnotenie v prírodovedných predmetoch v podmienkach slovenského školstva

Renáta Orosová; Mária Ganajová; Katarína Szarka; Mária Babinčáková

doi:10.14712/18047106.1320

Vol. 10 No. 1 (2019): SciED Research Reports

Evaluation in natural science subjects in the current context of Slovak education

Renáta Orosová, Mária Ganajová, Katarína Szarka, Mária Babinčáková,

DOI: https://doi.org/10.14712/18047106.1320

Orosová sciED 10(1) (Czech)

How to Cite

Orosová, R., Ganajová, M., Szarka, K., & Babinčáková, M. (2019). Evaluation in natural science subjects in the current context of Slovak education. Scientia in Educatione, 10(1), 17-32. https://doi.org/10.14712/18047106.1320

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Abstract

Evaluation has a considerable influence on the personality of the pupil, on his or her learniong process and ultimately also on creating his/her relationship to the content of a school subject. The PISA 2015 National Administration (NUCEM, 2017) indicates a drop in the performance of pupils in natural science literacy, with the largest risk group of pupils being pupils of primary schools and secondary vocational schools without baccalaureate. The question facing the educators is how to reverse this negative trend. On the basis of substantial research one of the options appears to be a formative assessment which has a qualitative character. The authors of the paper sought to establish the current status of evaluation tools in the teaching of natural science subjects. They used the questionnaire as a method of quantitative research. The paper presents partial research findings that point to the considerable dominance of using tools of summative assessment over tools of formative assessment. The respondents were teachers of natural science subjects in primary and secondary schools in Slovakia.

References

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Black, P. & Wiliam, D. (1998). Inside the black box. Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148. Search in Google Scholar
Black, P. & Wiliam, D. (2003). Praise of educational research: Formative assessment. British Educational Research Journal, 29(5), 623–637. DOI: 10.1080/0141192032000133721 Open DOI Search in Google Scholar
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Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911. Search in Google Scholar
Grob, R., Holmeier, M. & Labudde, P. (2017). Formative assessment to support students’ competences in inquiry-based science education. Interdisciplinary Journal of Problem-Based Learning, 11(2). http://dx.doi.org/10.7771/1541-5015.1673 Open DOI Search in Google Scholar
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Januševa, V. & Jurukovska, J. (2017). Formative assessment in teaching the Macedonian language. International Journal of Assessment Tools in Education, 4(1), 54–78. DOI: 10.21449/ijate.266059 Open DOI Search in Google Scholar
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Szarka, K. (2017). Súčasné trendy školského hodnotenia: Koncepcia rozvíjajúceho hodnotenia. Komárno: KOMPRESS. Search in Google Scholar
Torrance, H. & Pryor, J. (2001). Developing formative assessment in the classroom: Using action research to explore and modify theory. British Educational Research Journal, 27(5), 615–631. https://doi.org/10.1080/01411920120095780 Open DOI Search in Google Scholar
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[1] Black, P., Harrison, C., Lee, C., Marshall, B. & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 8–21. DOI: 10.1177/003172170408600105 Open DOI Search in Google Scholar

[2] Black, P. & Wiliam, D. (1998). Inside the black box. Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148. Search in Google Scholar

[3] Black, P. & Wiliam, D. (2003). Praise of educational research: Formative assessment. British Educational Research Journal, 29(5), 623–637. DOI: 10.1080/0141192032000133721 Open DOI Search in Google Scholar

[4] Čapek, R. (2015). Moderní didaktika. Lexikon výukových a hodnoticích metod. 1. vydanie. Praha: Grada Publishing. Search in Google Scholar

[5] Dunn, K. E. & Mulvenon, S.W. (2009). A critical review of research on formative assessments: The limited scientific evidence of the impact of formative assessments in education. Practical Assessment & Research and Evaluation, 14(7), 1–11. Search in Google Scholar

[6] Earl, L. & Katz, S. (2006). Rethinking classroom assessment with purpose. Education and advanced learning-assessment and evaluation. Dostupné na http://www.edu.gov.mb.ca/k12/assess/wncp/full doc.pdf [cit. 6. 2. 2014] Search in Google Scholar

[7] Earle, S. (2014). Formative and summative assessment of science in English primary schools: evidence from the Primary Science Quality Mark. Research in Science & Technological Education, 32(2), 216–228. Search in Google Scholar

[8] Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911. Search in Google Scholar

[9] Grob, R., Holmeier, M. & Labudde, P. (2017). Formative assessment to support students’ competences in inquiry-based science education. Interdisciplinary Journal of Problem-Based Learning, 11(2). http://dx.doi.org/10.7771/1541-5015.1673 Open DOI Search in Google Scholar

[10] Holt, J. (1991). Az iskola kudarcai. Budapest: Gondolat Könyvkiadó. Search in Google Scholar

[11] Januševa, V. & Jurukovska, J. (2017). Formative assessment in teaching the Macedonian language. International Journal of Assessment Tools in Education, 4(1), 54–78. DOI: 10.21449/ijate.266059 Open DOI Search in Google Scholar

[12] Kalhoust, Z. & Obst, O., et al. (2002). Školní didaktika. Praha: Portál. Search in Google Scholar

[13] Kolář, Z. & Šikulová, R. (2009). Hodnocení žáků. Praha: Grada Publishing. Search in Google Scholar

[14] Kosová, B. (2000). Hodnotenie ako prostriedok humanizácie. Prešov: MPC. Search in Google Scholar

[15] Kyriacou, CH. (2012). Klíčové dovednosti učitele. Praha: Portál. Search in Google Scholar

[16] Mešková, M. (2012). Motivace žáků efektivní komunikací. Praha: Portál. Search in Google Scholar

[17] Newton, P. E. (2007). Clarifying the purposes of educational assessment. Assessment in Education: Principles, Policy & Practice, 14(2), 149–170. DOI: 10.1080/09695940701478321 Open DOI Search in Google Scholar

[18] Novotná, K. & Krabsová, V. (2013). Formativní hodnocení: případová studie. Pedagogika, 63(3), 355–371. Search in Google Scholar

[19] NUCEM. (2017). Národná správa PISA 2015. (1–87). Dostupné na http://www.nucem.sk/documents//27//NS PISA 2015.pdf [cit. 14. 6. 2018] Search in Google Scholar

[20] OECD. (2013). Reviews of evaluation and assessment in education – synergies for better learning: An international perspective on evaluation and assessment. OECD Publishing. Search in Google Scholar

[21] Průcha, J. (1997). Moderní pedagogika. Praha: Portál. Search in Google Scholar

[22] Rokos, L. & Závodská, R. (2015). Formative assessment and other assessment methods in biology education and pre-service biology teacher training in the Czech Republic. International Journal of Assessment and Evaluation, 23(2), 17–27. https://doi.org/10.18848/2327-7920/CGP/v23i02/48388 Open DOI Search in Google Scholar

[23] Ruiz-Primo, M.A. & Furtak, E.M. (2006). Exploring teachers’ informal formative assessment practices and students’ understanding in the context of scientific inquiry. Journal of Research in Science Teaching, 44(1), 57–84. DOI: 10.1002/tea.20163 Open DOI Search in Google Scholar

[24] Scriven, M. (1967). The methodology of evaluation. Washington, DC: American Educational Research Association. Search in Google Scholar

[25] Slavík, J. (1999). Hodnocení v současné škole. Praha: Portál. Search in Google Scholar

[26] Starý, K. & Laufková, V., et al. (2016). Formativní hodnocení ve výuce. Praha: Portál. Search in Google Scholar

[27] Straková, J. & Slavík, J. (2013). (Formativní) hodnocení – aktuální téma. Pedagogika, 53(3), 277–284. Search in Google Scholar

[28] Szarka, K. (2017). Súčasné trendy školského hodnotenia: Koncepcia rozvíjajúceho hodnotenia. Komárno: KOMPRESS. Search in Google Scholar

[29] Torrance, H. & Pryor, J. (2001). Developing formative assessment in the classroom: Using action research to explore and modify theory. British Educational Research Journal, 27(5), 615–631. https://doi.org/10.1080/01411920120095780 Open DOI Search in Google Scholar

[30] Turek, I. (2014). Didaktika. Bratislava: Wolters Kluwer. Search in Google Scholar

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