Pedagoške implikacije različitih pristupa u procenjivanju kvaliteta znanja učenika

Abstract

The paper analyzes pedagogical implications of a psychometric and authentic approach in assessing the quality of student knowledge. Starting with the taxonomy of knowledge developed by Anderson and Krathwohl, epistemological assumptions and foundations of the theory of learning, the paper presents and analyzes the basic characteristics of both approaches, as well as their possibilities in assessing the quality of student knowledge. Given the fact that each approach in the assessment of student achievement is based on different epistemological assumptions, and is basically built on opposing theoretical foundations, it is clear that each of them provides a different picture of the quality of student knowledge, and helps improve the assessment of student achievement in its own, unique way. Based on the findings obtained using the two approaches to the assessment of student achievement, the following pedagogical implications have been derived: a) designing the theory and practice of teacher professional development in a way that supports new (and authentic) approaches in the assessment of student achievement; b) implementation of teaching methods should integrate the principles and characteristics of the authentic approach in the assessment of educational achievement; c) designing tests and authentic tasks is an integral part of the teaching process; d) principle of approximation is a feature of both theory and practice of educational assessment; and e) approaches considered here have different possibilities in assessing the quality of student knowledge. In addition to the previously mentioned, the paper also points out a number of important issues for further theoretical discussion, research and the application of different approaches in assessing the quality of student knowledge.