| Abstract [eng] |
This paper presents a theoretical analysis of the concept of self-evaluation, the variety of performance self-evaluation methods and their impact on learning. Using a semi-structured interview method, a survey was conducted to explore the experiences of special pedagogues in applying performance self-evaluation for students with special educational needs in the learning process. A content analysis was performed. A total of ten special pedagogues have been interviewed, of whom five work at general education schools and five at special schools. A semi-structured interview in a written form was chosen in order to analyze the use of the performance self-evaluation methods for students with special educational needs in the learning process. A statistical data analysis was performed. A questionnaire-based survey was carried out on 149 special pedagogues and 293 students with special educational needs. The empirical part explores performance self-evaluation methods and their effectiveness for students with special educational needs as well as compares the attitudes among special pedagogues and the attitudes among students towards the use of these methods in the learning process. The main findings of the empirical research are the following: 1. Performance self-evaluation methods are usually focused on student knowledge, self-reflection on one’s performance, visual self-evaluation, learning motivation and independence. 2. Performance self-evaluation methods are an effective tool and provide a number of benefits in the learning process. These include: cooperation between special pedagogues and students with special educational needs; active involvement of students in the evaluation process; a way to enhance students’ motivation for learning; a way for students to analyze their activities and their outcomes. 3. Special pedagogues more frequently use performance self-evaluation methods focused on students’ knowledge although students think that methods most frequently applied by their special pedagogues are focused on the self-reflection of their performance. The performance self-evaluation methods indicated as the most favorite ones by students are targeted at interaction and cooperation among students. Special pedagogues believe that their students do not give a negative evaluation for their own achievements and they lack a more critical approach and independence while making evaluations. |
