Evaluarea în învăţământul primar

Abstract

The assessment is closely intertwined with the teaching-learning process, practically being carried out simultaneously and integrally with them. Evaluation thus represents an original way of transmitting and acquiring knowledge, training skills, capacities, abilities, behaviors, attitudes, etc. Thus, the evaluation tends to reach from the steps of ascertainment, description and those of estimation, explanation and foreshadowing of ameliorative decisions, to optimize the educational processes. The evaluation of students' results has positive effects on their activity, fulfilling a role of "supervision" of their learning activity, by the fact that it directs it towards the essential contents and determines the appropriate learning style, supports it motivationally and stimulates it through "positive inputs", trains the students in a sustained activity. Also, the systematic control provides students with an operative feed-back on the achieved performances and helps them to consciously and objectively determine to what extent they correspond to the established pedagogical objectives. We must always record the progress that students make in the learning process. That's why assessment is meant to support us to improve learning, not to prove that students have learned something specific (and how much) as information. For these reasons, teachers must use both formative assessment (for the teachinglearning process) and summative assessment (for the "products" resulting from learning).