Mokinių pasiekimų formuojamasis vertinimas mokant technologijų

Abstract

The research revealed that nowadays teachers rarely use the formative assessment in technology classes in schools. It was examined that using various methods of assessment in technology classes it is important not only to test and assess students' knowledge, abilities and skills, but also not to separate assessment from the check of the learning outcomes, which is a part of the educational process, to notice and assess a student's progress. The assessment of the students' achievement has always been the topical issue of the educational process. The methods of assessment must correspond to the teaching - learning goals, content and methods. With the beginning of the educational reform and the enlargement of the documents regulating education, scientists, scientists of educology have carried out different researches on the assessment of students' achievement and progress. Teachers have started to make new assessment methods and then to improve them. The formative assessment helps to foresee a student's future educational course and actions or to consolidate the progress. It is carried out through the whole process of education, when it is tried to provide the detailed information about a student's possibilities of the future learning and perfection. Carrying out the research we have tried to reveal the application of the students' formative assessment in technology classes. The aim was sought by analyzing scientific literature and legal documents, finding out the teachers' and the students' outlook on the formative assessment in technology classes and researching the application of the students' achievement of the formative assessment teaching technologies. In the research the quantitative and qualitative methods have been applied. The analysis of the data in the quantitative research has been carried out using the computer program SPSS 12 (Statistical Package for Social Sciences) for Windows. For the analysis of the data the criterion of the Chi square method has been applied. For the interpretation of the data of the qualitative research the method of the Content analysis has been chosen. Throughout the quantitative research 250 students from three basic schools in Lithuania have been interviewed. The capacity in the qualitative research consisted of 7 technology teachers teaching the students who took part in the research. When the research was accomplished it was found out that all the students' and the teachers' attitude to the formative assessment was positive. Almost three quarters of the teachers, assessing the students' progress, guide the assessment criteria, which allow them to notice the students' knowledge, abilities, efforts, and progress; motivate the students to be active in the class and to develop diligence. The results of the research highlighted that the properly organized assessment is very important for the students. It can stimulate the students' interest and motivation, form their own skills of the assessment, and prompt their own adequate self-assessment.