Please use this identifier to cite or link to this item:
Type of publication: Straipsnis kitose duomenų bazėse / Article in other databases (S4)
Field of Science: Edukologija / Educology (S007)
Author(s): Salienė, Vilija
Title: Vertinimas ir įsivertinimas lietuvių kalbos pamokose: tradicijos ir kaita
Other Title: Assessment and self-assessment in Lithuanian language lessons: traditions and alternation
Is part of: Pedagogika : mokslo darbai. Vilnius., [T.] 84 (2006)
Extent: p. 114-119
Date: 2006
Keywords: Vertinimas;Įsivertinimas;Vertinimo tipai ir pobūdis;Išsilavinimo standartai;Assessment;Self-assessment;Criteria;Educational standards;Assessment efficiency
Abstract: The implementation of teaching content is related to assessment and self-assessment. When carrying out an assessment, it is important to take into account what has been taught, what has been learned and what will be taught. Assessment is related to teaching (learning) methods as well; therefore, it is vital to take into consideration not only what has been taught (learned) but also how it has been taught (learned). Seeking to ensure assessment efficiency, it is important to analyse assessment and to identify its prospect: this may be achieved through teaching aids and various other sources intended for learners as materials contained therein determine the selection of assessment methods. The present article is aimed at discussing how assessment in Lithuanian language lessons changes, what is the relationship between traditional and new assessment forms, and what is the meaning of self-assessment in the teaching process. The object of the thesis is the works by students in years 6, 8, and 10. The methods applied in this paper include analytical descriptive method, questionnaire - surveys, development and application of assessment examples, and statistical data analysis. Assessment and self- assessment form an integrated and planned part of the teaching process: 1) mediods for checking results are selected before the lesson, i.e. how it will be checked whether students have really learned what they were taught, and how frequently a partial feedback is needed; 2) during the lesson, assessment is carried out with regard to lesson content - formation of concepts and skills, improvement of writing and reading skills, etc.; 3) after the lesson it is determined whether teaching (learning) results have been achieved, whedier methods used for checking results were appropriate, and guidelines for future assessment are formulated
Affiliation(s): Vytauto Didžiojo universitetas
Švietimo akademija
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

Files in This Item:
marc.xml7.1 kBXMLView/Open

MARC21 XML metadata

Show full item record

Page view(s)

checked on Sep 5, 2019

Google ScholarTM


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