Teachers’ perceptions of certain types of work for current (formative) assessment of students’ cross-cutting learning outcomes

- Гривко, А.В. (orcid.org/0000-0001-9460-4777) (2024) Teachers’ perceptions of certain types of work for current (formative) assessment of students’ cross-cutting learning outcomes Ukrainian Educational Journal, 3. pp. 66-78. ISSN 2411-1317

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Abstract

The article deals with the issues of the conceptual component of pedagogical assessment activity, namely, teachers’ perceptions of different types of work as a prerequisite for their use in as-sessing students’ learning achievements. Based on the results of an online survey of teachers (N=349) using the method of semantic differential, the author analyzed the models of semantic space formed by teachers of such concepts as testing, written tasks, discussion of tasks, problem tasks, observation of students’ work in class, creative work, student projects, self-assessment, student self-assessment, dictations, homework. The generalized affective attitude of teachers to the listed types of work and teachers’ perceptions of the functional potential and performance characteristics of each of them are characterized. It has been determined that teachers consider projects, creative works, and problem tasks to be the most profound, effective, and informative types of work, but at the same time, they are challenging to apply and time-consuming; teachers consider self-assessment and mutual assessment to be subjective, unreliable, and uninformative, and self-assessment, testing, and dictations to be superficial types of work in terms of their informativeness about students’ academic achievements. According to the results of the factor analysis, it was found that the most significant characteristics for most types of works are those that characterize the activity component (usability), namely, ease of use (resource efficiency) and speed of assessment. It has been determined that increasing the likelihood of using a particular type of work for assessment depends on the teacher’s awareness of the significance of its potential. It is noted that the prerequisites for decision- making on the use of a particular type of work for assessing students’ learning achievements are not only the teacher’s perception of them but also the motivational guidance, which may be the subject of further study of the conceptual and activity charac-teristics of the evaluative pedagogical competence.

Item Type:	Article
Keywords:	cross-cutting skills; learning outcomes; current assessment; formative assessment; assessment methods; teachers.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.02 General questions of didactics and method Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education
Divisions:	Institute of Pedagogics > Department of Monitoring and Assessment of the Quality of General Secondary Education
Depositing User:	С.О. Науменко
Date Deposited:	06 Feb 2025 17:28
Last Modified:	06 Feb 2025 17:28
URI:	https://lib.iitta.gov.ua/id/eprint/744484

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