Paauglių pasiekimų vertinimo ypatumai technologijų pamokose

Abstract

Straipsnyje nagrinėjami paauglių pasiekimų vertinimo ypatumai technologijų pamokose. Atskleidžiama, kad technologijų pamokose paaugliams priimtiniausias idiografinis (pastangų, pažangos) ir darbo rezultatų vertinimas, organizuojamas žodiniais (pristatymo, diskusijos, apklausos žodžiu) metodais. Paaugliai pirmenybę teikia metodams, kurie sudaro sąlygas perimti tam tikriems socialiniams vaidmenims būdingą elgseną ir padeda plėtoti bendrąsias ir dalykines kompetencijas. Mokiniai ne visose situacijose prisiima atsakomybę už savo mokymosi rezultatus, todėl vertinimo sistema turi būti objektyvi (pagrįsta dokumentuose numatytomis ugdymo gairėmis, aiškiais vertinimo kriterijais, mokinių gebėjimų analize ir bendradarbiavimu su mokiniu) ir derėti su įsivertinimu. Vertinimo ir įsivertinimo dermė sudaro sąlygas paaugliui išanalizuoti savo gebėjimus, kritiškai juos vertinti ir tobulinti technologines kompetencijas

Objective evaluation during lessons of technologies is of importance for enhancement of school students’ learning motivation and improvement of adolescents’ well-being at school. The goal of this work is to analyse peculiarities of evaluation of adolescents’ achievements during lessons of technologies. The following objectives were set to attain the goal: to analyse appropriateness of criteria and methods of achievement assessment developing adolescents’ technological abilities; to clarify the main features of assessment of adolescents’ achievements, which promote responsible adolescents’ education during lesions of technologies. The methods of the research: theoretical method: analysis of scholarly literature; empirical methods: questionnaire survey, semi-structured interview and content analysis. The research was carried out in five schools of Vilnius in 2014 and 2015. The sample of the research embraced 272 adolescents and 13 teachers of technologies. The data of the quantitative research were processed employing IBM SPSS Statistics for Windows 17.0. The data of the qualitative research were analysed using the method of content analysis. The results of the research reveal that idiographic assessment and evaluation of work results applying oral methods are seen as most appropriate during lessons of technologies. The adolescents prioritise methods, which create conditions for adoption of behaviour characteristic of certain social roles and for development of generic and subject specific competences