| Abstract [eng] |
SUMMARY Nadia Batisienė Assessment in primary forms in the town of Vilnius Master‘s paper Since the beginning of education reform there has been many talks about the assessment of students‘ achievement and progress in primary forms. The conception of assessment is being studied in terms of development and psychology; the documents, which define the goals, tasks and purpose of the assessment of students‘ achievement and which distinguish principles, provisions and requirements for evaluation process, are prepared and passed on the national level. In primary education they apply an idiographic (individual progress) principle of assessment, combining formal (criterion unmarked) and informal education. The teachers of primary education, who do not have particular methodology and instruments to ground the achievements and progress, often face practical difficulties of assessment process organization. The aim of the paper is to analyse a scientific problem: are the teachers of primary education able to use an evaluation system in primary forms, are they able to organize an assessment process while incorporating students and motivating them to evaluate themselves and providing with help in the learning process. The paper uses two theories: the theory of humanistic personality, on the basis of which students are educated and evaluated according to their abilities, comparing their previous results with the present ones; cognitive learning theory, the representatives of which claim that the teacher is the creator of possibilities allowing children to interact with the surrounding in order children themselves could find new models of relationship and consistent pattern. A theoretical model of expression competencies of assessment in primary education has been created, which helped to reveal the assessment competence of primary teachers, to explore the ability of how primary teachers are able to apply an idiographic assessment principle and to explore the four- form students‘ attitude towards the assessment. The raised hypothesis of the scientific paper have been approved : 1) teachers of primary education do not follow an idiographic evaluation principle when fixating students‘ training results; 2) girls of the IV form are more able to evaluate their results than the boys of the IV form. |
