Abstract
In the main part of this text an analysis of the objectives expected as part of the assessment of a student’s “performance” in sociopolitical education subjects is provided. Αt the same time, a detailed explanation is given of how relevant the concept of a student’s “performance” is, as regards many of his/her qualities assessed through the assessment process in question. Initially, an attempt is made to explain how and why each assessment, either of students or the learning process, is linked with values deriving from the dominant culture at the time and aligned linearly with the dominant-ruling perceptions in the field of education and society. The analysis is based on a bibliographic approach with the most significant of its secondary objectives being to promote the link that the teaching method should have with the assessment of a student’s performance. Thus, by elaborating on the subject in such a way, useful recommendations are indirectly made to the teacher of sociopolitical education subjects concerning even the key objectives that his teaching approach, methods and content should exhibit, as far as the students are concerned, both in primary and secondary education.
Highlights
IntroductionIt is commonly held that assessment in education has always been linked, explicitly or implicitly and consciously or unconsciously, with the cultural reality within the framework of which it is established and the social reality it expresses, “serves” or attempts to improve, on the basis of certain models and certain “plans” and/or “visions” created by the majority of society members or those at the helm of society (i.e. its social leaders, its intellectual elite or those that hold the “authority” which shapes its educational system)
First of all, it is commonly held that assessment in education has always been linked, explicitly or implicitly and consciously or unconsciously, with the cultural reality within the framework of which it is established and the social reality it expresses, “serves” or attempts to improve, on the basis of certain models and certain “plans” and/or “visions” created by the majority of society members or those at the helm of society
Even if it is clear that this “content”, and the respective Curriculum of these subjects promotes a democratic and participatory political culture, this fact alone cannot inspire optimism for the near future if there are no indicators, or at least indications, of the two facts that follow: first, that the majority of students assimilates this very “content” of the given culture on a satisfactory or Education Journal 2018; 7(4): 100-107 relatively satisfactory degree and, second, that students acquire the competencies and skills necessary to act as active and democratic adult citizens through school teaching
Summary
It is commonly held that assessment in education has always been linked, explicitly or implicitly and consciously or unconsciously, with the cultural reality within the framework of which it is established and the social reality it expresses, “serves” or attempts to improve, on the basis of certain models and certain “plans” and/or “visions” created by the majority of society members or those at the helm of society (i.e. its social leaders, its intellectual elite or those that hold the “authority” which shapes its educational system). Even if it is clear that this “content”, and the respective Curriculum of these subjects promotes a democratic and participatory political culture, this fact alone cannot inspire optimism for the near future if there are no indicators, or at least indications, of the two facts that follow: first, that the majority of students assimilates this very “content” of the given culture on a satisfactory or Education Journal 2018; 7(4): 100-107 relatively satisfactory degree and, second, that students acquire the competencies and skills necessary to act as active and democratic adult citizens through school teaching This is, how the issue of assessing what students learn from these subjects, which have a purely sociopolitical content, comes to the foreground. Through the analysis outlined in this text, another fact is indicated: this assessment will have a character that would necessarily express certain political-social ethics and a culture of a specific content, it will be incomplete if it relates only to a “content” of knowledge, student competencies and skills
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