Postupy a nástroje pedagogické evaluace pro (budoucí) učitele

The book serves as an introduction into pedagogical evaluation and is intended for (future) teachers of pre-primary, primary and secondary schools. The issue of pedagogical evaluation is introduced in the context of the quality of education. Pedagogical evaluation is presented as a research approach and as a tool for practitioners. Two forms of evaluation are discussed: internal evaluation and external evaluation. In the second part of the book, various evaluation instruments are presented.

Avaliação e textualidade – contributos para a elaboração de dispositivos de construção e análise de instrumentos de avaliação

With this text, we intend to characterize a set of highly standardized pedagogical evaluation tools – conventional tests and examination papers – as textual objects. Hence, we will focus on some textualization mechanisms, which support their global functioning, as well as on the specifics of contextual use of the same objects. Additionally, we propose plans, concepts and rules which, in a systematic way, can integrate a twofold model, able to accommodate different moments and aims: a) production of the said evaluation instruments; b) their analysis which can be related to the obtained results.

The Pedagogical Evaluation of Q: Skills for Success Textbooks as Perceived by EFL Instructors at Taibah University

This study evaluated Q: Skills for Success textbooks for first year students from EFL instructors’ perspectives at Taibah University to find practical implications for stressing major strengths and avoiding weak points in these textbooks and consequently developing students’ growth in EFL learning. The participants consisted of fifty EFL instructors teach these textbooks at Taibah University. They were asked to answer the questionnaire which was developed by the researcher to discover their beliefs about adopting the new textbooks. The question of the study was about instructors’ beliefs regarding pedagogical value of Q: Skills for Success in terms of objectives, contents, methods, and evaluation. Results revealed that these textbooks helped students in improving their proficiency in English, developing self-confidence and improving their overall education. English instructors, according to their responses, agreed on the suitability of Q: Skills for Success textbooks in terms of objectives, contents, methods and techniques and ways of evaluation. However, the findings revealed some negative points concentrated on the appropriateness of content and pictures to the local culture of the students in addition to the absence of instructors’ participation in the selection of objectives. In light of the findings, the researcher suggested other researchers to conduct similar studies in other regions to find out if there are cultural differences concerning teaching Q: Skills for Success textbooks.

Iniciális tesztek mint a tanulói teljesítményt prognosztizáló eszközök

Az online tesztelés új perspektívát kínál a pedagógiai értékelés folyamatában, növelve az elvégezhető vizsgálatok és a vizsgálható személyek számát. Kutatásunkkal arra a kérdésre kerestük a választ, hogy előrevetíthető-e a tanulói teljesítmény offline környezetben iniciális online tesztek segítségével. A kutatást az Újvidéki Egyetem Magyar Tannyelvű Tanítóképző Karának elsőéves hallgatói körében végeztük el, mintánkat az adott tanévre beiratkozott összes első évfolyamos hallgató képezte (N=134). A felmérés konkrét feladata volt kideríteni, hogy a digitális generációk oktatásában a röpdolgozatok mintájára alkalmazott, online összefoglaló tesztekkel mért eredmények előrevetítik-e a tanulók félév végi, papíralapú tesztekkel mért teljesítményét. A kutatás eredményeként megállapítható többek között, hogy a hallgatók ingadozó teljesítményt nyújtottak az előteszteken, nem fejlődtek fokozatosan, viszont mindhárom vizsgált tanévben magasabb eredményt értek el a félév végén megírt záróvizsgán, mint az előtesztek során. A tanulmányban részletesebben közölt eredményeink hozzájárulnak annak a feltevésnek a bizonyításához, miszerint az előteszteken elért eredmények segítenek előrevetíteni a záróvizsga eredményeit. --- Initial tests as students’ performance predicting equipment The use of online testing provides a new perspective in the pedagogical evaluation process, increasing the number of people being tested and the number of examinations to be carried out. The aim of our research was to examine whether student performance could be predicted in an offline environment with initial online tests. The research was carried out among first-year students of the Hungarian Language Teacher Training Faculty of the University of Novi Sad. The sample consisted of the first-year students enrolled in the academic year courses (N=134). The specific goal of the survey was to study whether the results of the pop quizzes, which were evaluated with online summary tests, applied in the teaching of digital generations, and predicted the achievements measured with paper-based tests. On the basis of the research it can be claimed that the performance of the students fluctuated in the pre-tests and did not progress gradually. However, they achieved higher scores in the final test than in the pre-tests. Our results contribute to confirming the hypothesis that the students’ achievements in the pre-tests help predict those of the final tests. Keywords: ICT tools, online test, pedagogical evaluation, student performance