Denk- und Lernkulturen im wissenschaftlichen Diskurs / Cultures of Thinking and Learning in the Scientific Discourse
Edited By Gerd-Bodo von Carlsburg
Dieser Band dokumentiert eine Reihe von Beiträgen der XXI. Internationalen wissenschaftlichen Konferenz «Bildungsreform und Lehrerausbildung» zum Thema «Denk- und Lernkulturen im wissenschaftlichen Dialog». Im Fokus standen neue Bildungsstandards für die Hochschul- und Schulbildung. Der Erwerb dieser interaktiven Kompetenzen in der wissenschaftlichen Forschung im Bildungs- und Erziehungsbereich sind Voraussetzung für die Bildung einer Identität, um den Herausforderungen unserer Gesellschaft im kommenden Jahrzehnt gerecht zu werden.
This volume presents a series of contributions from the XXIst International Scientific Conference on «The Reform of Education and Teacher’s Training» on the topic «Cultures of Thinking and Learning in the Scientific Dialogue». The articles consider new educational standards of Higher and Secondary Education. The acquisition of interactive competence in scientific research and the educational sector is a prerequisite for achieving an identity in order to meet the challenges of our society in the coming decade.
Peculiarities of Self-Assessment of Adolescents’ Learning Achievements during Lessons of Technologies (Birutė Žygaitienė / Evelina Buivydaitė)
Birutė Žygaitienė, Evelina Buivydaitė
Peculiarities of Self-Assessment of Adolescents’ Learning Achievements during Lessons of Technologies
Abstract: The article focuses on peculiarities of self-assessment of adolescents’ learning achievements during lessons of technologies: the importance of self-assessment of adolescents’ learning achievements to their technological education is clarified, the effect of frequency and methods of self-assessment of adolescents’ learning achievements on efficient teaching/learning of adolescent is singled out and essential problems of self-assessment of adolescents’ learning achievements are analysed.
Keywords: adolescent learning achievements, self-assessment, lessons of technologies, frequency and methods of self-assessment, criteria of self-assessment.
A characteristic feature of the new learning paradigm is that a school learner is involved into the process of achievement assessment. Learners’ participation is of utmost importance in the process of education because they may feel as active participants in this process, who are able to submit proposals for improvement of it. Having learnt to objectively self-assess and not to compare oneself with other peers, a school learner is exposed to less negative emotions (humiliation, envy, hatred) and perceives the value of honesty and trust in the process of education (Abdoli, Javidi, 2012).
When learners engage into the process of assessment and self-assessment, possibilities of development of assessment culture are established and the main focus is laid on learning and self-assessment rather than on pure measuring and assessment. Nurturance of such assessment culture enables...
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