scholarly journals ASSESSMENT AND SELF-ASSESSMENT OF PRIMARY SCHOOL PUPILS IN THE FIELD OF TECHNICAL EDUCATION IN THE GENDER CONTEXT

2016 ◽  
Vol 9 (1) ◽  
pp. 28-36 ◽  
Author(s):  
Pavlína ČÁSTKOVÁ ◽  
Dominika PROVÁZKOVÁ STOLINSKÁ
Keyword(s):  
Primary School ◽  
Technical Education ◽  
Self Assessment ◽  
Primary School Pupils

scholarly journals Primary School Pupils’ Self-Assessment: the Attitude of Students, their Parents and Teachers

Pedagogika ◽  
2013 ◽  
Vol 109 (1) ◽  
pp. 127-133
Author(s):  
Renata Tichonova ◽  
Vaiva Schoroškienė
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Primary Education ◽  
Quantitative Research ◽  
Educational Process ◽  
The Self ◽  
Exploratory Research ◽  
Self Assessment ◽  
Assessment Of Learning ◽  
Primary School Pupils

The article deals with the more significant theoretical and practical aspects of primary school pupils’ self-assessment achievements: the concept, the purpose and significance of promoting self-assessment, opportunities of primary school pupils’ self-assessment. The results of the exploratory research are presented: the attitude of primary school pupils, their parents and teachers towards the self-assessment of the pupils of this age. The object of the research – the attitude of primary school pupils, their parents and teachers towards the self-assessment of learning achievements. The aim of the research – to examine the attitude of primary school pupils, their parents and teachers towards the self-assessment of learning achievements. The quantitative research was done in February 2012 at secondary schools: Vilnius Ateities High School, Švenčionys Primary and High Schools aiming to find out the attitude of teachers, students and parents towards the assessment of learning outcomes and self-assessment in primary education. Research instrumentation formed: surveys for teachers, students and their parents. Research scope: 70 surveys for teachers, 70 for students and 70 for students’ parents were formed and distributed. The received reversibility quota reached 100 %. The research showed that the assessment of learning outcomes is important and significant to all members of educational process (students, parents and teachers). Besides, parents feel that they are able to participate in the assessment together with teachers and they want to be considered as their partners. Thus all the above mentioned members / partners of the educational process should be included into the process of the assessment of students’ progress and achievements. The basis of the assessment of learning achievements and progress in primary education is the self-assessment of students. It is an interesting, human and effective way of assessment that allows children to lead their own learning by their selves with responsibility, to be equitable partners of teachers and personally observe their own progress. The main participants of the education (learning) process (pupils, their parents and teachers) acknowledge that primary school pupils are capable to evaluate their learning achievements. Teachers are the most optimistic about the self-assessment of the pupils of this age, meanwhile parents are the most pessimistic. Most of parents and teachers of primary school pupils understand the pupils’ self-assessment as a method of developing pupils’ responsibility for their learning. Parents of primary school pupils much rarely than teachers relate the self-assessment with the education of the pupil as an equal teacher’s partner and with the education of the pupil who is capable to manage his/her learning on his / her own. Only a minority of parents of primary school pupils accept the idea that pupils of this age are capable to manage their learning on their own. The answers of primary school pupils and teachers indicate that primary school pupils are allowed to evaluate themselves, however, students’ self-assessment is now associated with the generalizing assessment. The daily learning is related to teacher’s evaluation rather than students’ self-assessment.

scholarly journals ANALYSIS OF THE THIRD GRADE STUDENTS’ ATTITUDE ON TRAINING WITH GEOMETRY VARIOUS PROBLEMS

2019 ◽  
Vol 30 (2) ◽  
pp. 417-421
Author(s):  
Gergana Hristova
Keyword(s):  
Primary School ◽  
Third Grade ◽  
Self Assessment ◽  
Spatial Concepts ◽  
The Third ◽  
School Year ◽  
Teacher Needs ◽  
Geometric Knowledge ◽  
Primary School Pupils ◽  
Independent Work

In primary school, geometry is an integral part of mathematics education. The main purpose of teaching geometry in primary school is to give pupils a clear and correct idea of some geometric shapes and their basic properties; to develop spatial concepts, logical thinking and imagination; to instil knowledge, skills and habits in drawing and measuring, which have great practical relevance, thereby preparing them successfully for the teaching of geometry in subsequent years. Geometric knowledge introduced to primary school pupils is abstract and must, in addition to having an educational nature, be tailored to the pupils’ age-specific characteristics, in particular the dominance of concrete thinking in their young minds. The process of teaching mathematics in the third grade must be based on rich visual and practical examples, enabling pupils to get involved in different types of activities. In the course of this process, the teacher needs to set aside time and space for independent work not only in lessons where the aim is to consolidate and summarise what was taught, but also when the pupils are learning new knowledge. Individual and group learning activities should also be widely used. The challenge facing modern teachers is to prepare pupils for their social realisation. Pupils should find the material interesting and thought-provoking in order to develop their creativity, enabling them seek and find non-standard solutions in life. This paper presents an analysis of the response of third grade pupils to teaching using the author’s various problems and geometry exercises. There are 104 problems (31 introductory problems and 73 confirmatory problems) divided into eleven topics that only include geometry problems and exercises. Those problems and exercises complement the geometry teaching material included in the third grade curriculum. In the school year of 2016/2017, 149 third grade pupils from three schools in Sofia and two in smaller towns participated in lessons involving the various geometry problems. After solving problems on a specific topic, the pupils were given a self-assessment card to complete at the end of the lesson. Here will be presented the pupils’ answers and how they evaluated their work in solving the problems and exercises assigned to them.

Meeting the Information Literacy Skills of Diverse Primary School Pupils Through the School Libraries

2011 ◽  
Vol 4 (3) ◽  
pp. 117-122 ◽  
Author(s):  
Nwachukwu V. N. Nwachukwu V. N. ◽  
◽  
ESKAY, M. Eskay, M. ◽  
Ifeanyichukwu, J.N. Ifeanyichukwu, J.N.
Keyword(s):  
Primary School ◽  
Information Literacy ◽  
School Libraries ◽  
Literacy Skills ◽  
Information Literacy Skills ◽  
Primary School Pupils
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