Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/117331
Type of publication: master thesis
Field of Science: Edukologija / Education (S007)
Author(s): Gancevskaitė, Inga
Title: Kompetencijų vertinimo problema pradinėje mokykloje
Other Title: Competence rating problems in secondary school
Extent: 51 p.
Date: 19-Jun-2010
Keywords: Kompetencija;metodika;vertinimas;idiografinis vertinimas;Competence;methodology;rating;idiographic rating
Abstract: Šiuolaikinė ugdymo teorija ir praktika, atsižvelgdama į nuolat besikeičiančius gyvenimo reikalavimus, kelia uždavinį švietimui ir mokyklai perorientuoti savo veiklos prioritetus nuo elementaraus žinių perteikimo - „išmokymo“ nepalyginti prasmingesnio darbo link – padėti kiekvienam vaikui išsiugdyti svarbiausius, esminius, įsisąmonintomis žiniomis ir įgytais įgūdžiais bei vertybinėmis nuostatomis grįstus gebėjimus, padėsiančius jam ateityje susirasti savo vietą nuolat besikeičiančiame pasaulyje, sėkmingai jame darbuotis ir veikti, gerai jaustis ir būti laimingam. Kitaip tariant, pabrėžiama „asmens kompetencijos atsakingai ir produktyviai veikti konkrečiame socialiniame kontekste, realiame gyvenime“ (2, 53) svarba. Asmens kompetencija suprantama kaip „žinių, gebėjimų bei nuostatų visuma, įgalinanti kelti prasmingus tikslus bei jų siekti, mokytis visą gyvenimą, būti aktyviu piliečiu ir dalyvauti visuomenės gyvenime, susirasti tinkamą darbą“ (2, 53). Tai, galima sakyti, bendriausieji šiuolaikinei mokyklai keliami uždaviniai. Bet lieka neaišku, kaip bus vertinamas šių esminių kompetencijų ir gyvenimo įgūdžių ugdymas. Dalykinė kompetencija yra vertinama pažymiu, detaliai aprašytos vertinimo gairės, o bendrosios kompetencijos nėra vertinamos, tik nurodomos su jomis susijusios nuostatos, kurios turėtų būti išugdomos mokykloje. Kyla klausimas, kaip išmatuoti ir įvertinti gyvenimo įgūdžius ir vertybines nuostatas. Kaip pasverti mokinio įgytą nuostatą išklausyti kitą ir gerbti jo nuomonę, priskirtą darnaus vystymosi programai, ar būti atsakingam už savo tautos paveldo išsaugojimą, priskiriamą kultūrinei kompetencijai?
Minding constantly changing life demands, contemporary upbringing/training theory and practice constitutes the mission for education and schools to re-orientate the priorities of their movement from simple knowledge imparting (“teaching”) to a lot more meaningful and worthwhile aim – helping every child practice the most important, main, knowledge-based and value-provided abilities, which will help him to find the place in the constantly changing world, to live and work successfully, feel good and be happy. In other words, the main importance of the competence of individual is to act responsibly and productive in certain social context, real life is highlighted. The competence of individual is understood as “the entirety of knowledge, powers and provisions, which enables one to raise and achieve sensible aims, be an active citizen and participate in social life, find a job.” In some sense, these are the most common subjects for the contemporary school. Although, it stays unclear how these main competencies and life skills will be rated. Subject competence is rated in marks, the guidelines of rating are described in details, and the common competences are not rated, only provisions, which are related to them and should be taught at school, are prescribed. How to weigh up the pupils’ acquired provisions to hear the other and to respect his opinion (these things are ascribed to the program of harmonious development) or to be responsible for the saving of the heritage of his motherland (cultural competence)? Having done the exhaustive analysis of questionnaire data, it can be stated that secondary upbringing teachers work according to the upbringing/training program provisions, using achievement files, books and inventories. Educationalists state that it is most simple to rate those competencies, which are easy to overhaul practically. The analysis confirmed that it is the most hard to rate value competences. Quality inquiry revealed the difficulties that secondary teachers face when rating pupils’ competences. It can be maintained that educationalists lack the knowledge and experience of rating competences. Summarizing the read literature and investigation, a conclusion can be done that while improving pupils’ achievements rating system, it is exclusively important to mind not only methodical requirements, but also practical needs of pupils and their parents, the competency of teachers themselves. It is important to search not only for new teaching methods, but for new rating methods as well, such, which would induce the cognitive activity of pupils and their better learning results.
Internet: https://hdl.handle.net/20.500.12259/117331
Affiliation(s): Švietimo akademija
Vytauto Didžiojo universitetas
Appears in Collections:VDU, ASU ir LEU iki / until 2018

Files in This Item:
Show full item record
Export via OAI-PMH Interface in XML Formats
Export to Other Non-XML Formats


CORE Recommender

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.