A Form of Individualized Summative Assessment the Journal
Journal Title: Revista de Teorie și Practică Educațională "DIDACTICA PRO..." - Year 2018, Vol 18, Issue 112
Abstract
The article describes a highly individualized last-generation assessment task, which at the present is seldom applied in our country’s education system: the journal. Most school subjects provide opportunities for the teacher to use the journal in assessment, but the existent curricula fail to mention this perfectly assessable product. We examine the various ways in which the journal may be used for assessment at the end of the didactic module, as well as the criteria, indicators, and descriptors based on which this product may be evaluated. Filling in a reading journal as part of the portfolio may become a long-running formative task even without the teacher reading and assessing the writing. In the case of the research journal the students will develop their observation skills and write both daily notes and synthesizing observations; by asking the students to fill a journal as a team, the teacher will count on students’ capacity to organize their own work and to distribute tasks between themselves, but will also expect them to be able to generalize their observations in an original graphic form.
Authors and Affiliations
Tatiana Cartaleanu
Keywords
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- EP ID EP672431
- DOI 10.5281/zenodo.3461718
- Views 299
- Downloads 0
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