Application of Traditional and Alternative Assessment in Science and Social Studies Teaching / Primjena tradicionalnih i alternativnih oblika vrednovanja učeničkih postignuća u nastavi Prirode i društva

Abstract

Assessment of student achievement is one of the key components of teaching. Beside traditional forms of assessment, which are most common in teaching practice, recently alternative assessment is becoming more popular and frequent in educational discourse. Alternative assessment provides more comprehensive insight into students' achievements and gives authentic information about their knowledge, abilities, skills, attitudes, and competences which are developed during the teaching process. In the school subject Science and Social Studies this kind of assessment is applicable in various situations and different contexts. This paper discusses the application of different types of assessment methods in teaching. For this purpose, the results of the empirical research are presented. The main research objective was determining the application of traditional and alternative assessments during Science and Social Studies classes. The survey was conducted among primary school teachers in Zagreb and Zagreb County to detect assessment methods which are frequently or very rarely used in Science and Social Studies teaching. The results obtained allow for an analytical review of the current situation in the teaching practice of respondents. Based on the results of this study, we recommend an improvement of the assessment process in teaching practice, its reconceptualization and usage directed towards the evaluation of students' competences. The conclusions also provide recommendations for effective implementation of different types of assessment in teaching Science and Social Studies.

The curricula revision in the context of education for sustainable development: From the perspective of two primary school subjects’ curricula

“…This approach is fully in line with modern requirements and trends regarding curricula revision and alternative evaluation of the pupils' achievements which focus on the holistic development of pupils' personality, their personal and professional development, as well as development of competencies and skills functional for both individuals and the society as a whole. The requirements are based on the scientific and professional literature (Andevski, Urošević i Stamatović, 2012;Baucal, 2013;Letina, 2015;Sahlberg, 2013), the results of PISA and TIMSS student achievement tests, as well as the experience and practice of countries with a successful education systems, such as Finland and Singapore. Also, changes in understanding of nature and process of learning, under the influence of congnitive theories and constructivism, result in "changes in curricula, teaching methods and techniques within teaching practice" leading to "more authentic educational goals and education for 'real life'" (Kuzmanović i Pavlović Babić, 2011: 77).…”

“…This would have a positive effect on the quality of teaching and a more efficient realisation of sustainability goals. There are other authors (Letina, 2015) who also view competence-oriented curricula as an opporutunity for the improvement of the evaluation process in education and modernisation of schools. The orientation towards the functional aspect of the specific knowledge in the area of ESD is not only necessary and important in itself, but also in the context of the modern curricula design.…”

Evaluation of Homework in Science and Social Studies / Evaluacija domaće zadaće u Prirodi i društvu

“…One of the reasons why teachers do not evaluate homework could be the lack of time or the excessive frequency of homework assignments. According to Letina (2015), the time limitation in standardized tests contributes to prevalence of simpler questions that mostly require the reproduction of factual knowledge and application of lower levels of knowledge. At the same time, those kinds of questions do not provide teachers with all the necessary information about students' needs and progress.…”

“…A recent approach to curriculum planning emphasizes the importance of formative evaluation through which continuity is fully achieved and through which difficulties for further student progress can be detected (Mužić & Vrgoč, 2005). Formative evaluation is focused on the learning process and students' individual progress; it is carried throughout lessons (from period to period), wherein teachers use the collected information, materials and evidence in order to provide students with continuous qualitative feedback with the goal of improving learning and teaching (Anderson, 1998;Moss & Bookhart, 2009;Cindrić et al, 2010;Letina, 2015). The MSE (2019a;2019b) prescribes three approaches to evaluation, among which evaluation for learning involves formative monitoring of students' progress as well as emphasis on regular and qualitative feedback of the progress, the learning process and student achievement.…”

“…Curriculum planning and programming should also take into account students' work at home, since the student-oriented teaching involves, amongst other things, encouraging independent learning at home and systematic monitoring of homework (MSE, 2006;. According to Letina (2015), supporters of alternative evaluation concepts emphasize the multifacetedness of the curriculum and emphasize that the process of learning, the application of what is learned, and the circumstances in which it has been learned are as important as the content itself. Taking into account that homework is an integral part of the educational process and is a "common and widespread educational activity" (Xu, 2013, p. 98), it is necessary to consider its role in an alternative form of evaluating students' achievement and the development of their competencies.…”