Abstract
In this paper we deal with individualization in student evaluation from the perspective of the process of descriptive assessment. The aim of our research is to investigate if there are differences in the attitudes of primary school teachers towards the implementation of individualization in the process of descriptive assessment. We examined whether and to what extent individualization is present in the assessment, i.e. identification of individual differences among students, continuous monitoring of the students' development, implementation of individualized teaching, cooperation among parent s, school counselors and educational institutions, as well as the work on professional development. Five three-step scales were developed for the purpose of this research. We used descriptive method and scaling as the research technique. The sample included 144 primary school teachers from the city of Niš in the school year 2012/2013. The results showed that teachers with developed awareness of the need for professional development have more positive attitudes towards individualization in the descriptive assessment. The results also indicate that the attitudes about the quality of descriptive assessment, as opposed to numerical one, affect the implementation of individualization in the descriptive assessment of students. In general, teachers apply individualization in descriptive assessment. This research contributed to determining the current attitudes of teachers in the first cycle of education towards the implementation of individualization in the process of descriptive assessment.
Highlights
Summary In this paper we deal with individualization in student evaluation from the perspective of the process of descriptive assessment
The aim of our research is to investigate if there are differences in the attitudes of primary school teachers towards the implementation of individualization in the process of descriptive assessment
We examined whether and to what extent individualization is present in the assessment, i.e. identification of individual differences among students, continuous monitoring of the students’ development, implementation of individualized teaching, cooperation among parent s, school counselors and educational institutions, as well as the work on professional development
Summary
Савремени токови образовних промена у први план стављају ученика као активног субјекта образовно-васпитног процеса. Како би школа омогућила ученику развој свих потенцијала, мора се уважити принцип индивидуализације, односно ученици се морају индивидуализовано оцењивати. Индивидуализовано организована настава у којој свако ради у складу са својим способностима, континуирано праћење, евидентирање и давање повратне информације о развоју ученика, сарадња свих школских актера и усавршавање компетенција наставника – кључни су предуслов индивидуализације у оцењивању. Оцењивање је континуирана педагошка активност, чији је циљ да ученику омогући фидбек о свом знању и способностима, као и да га подстиче на рад и залагање. Основни принципи оцењивања јесу уважавање индивидуалних карактеристика ученика, као и разноврсност начина на које ће се ученик континуирано пратити и оцењивати (Pravilnik o ocenjivanju učenika u osnovnom obrazovanju i vaspitanju, 2013). Рад и напредак ученика се континуирано посматрају и прате, па се зато ово оцењивање назива и аналитичко. Размена информација између ученика и наставника омогућава наставнику да постане бољи едукатор
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