Planning, Assessment and Evaluation in Teaching

Course objectives: Enabling students to participate in the process of monitoring and assessing learners’ work and to improve teaching based on the results of evaluations of learners’ achievement and evaluations of the entire teaching process

Course description: Theoretical instruction Monitoring and assessment in the teaching process: 1) in the context of the planning and evaluation of teaching, 2) in the context of understanding and stimulating learning. The functions of assesment. Problems in assessment. Types and forms of assessment: Formative and summative assessment. Ranking assessment and descriptive assessment. Marking schemes. Assessment and competence standards. Activities and procedures in monitoring and assessment: Establishing assessment criteria. Designing evaluation activities and tasks. Encouraging learner self-evaluation, and the role of the learner portfolio. Feedback. Knowledge tests: Norm-referenced and criterion-referenced tests. Test properties. Knowledge test structure. Task types (according to level and question format). Practical instruction Analysis of assessment in schools. Planning evaluation activities in teaching. Designing knowledge tests. Formulating a descriptive mark. Practicing giving oral feedback. Developing portfolios.

Learning Outcomes: Upon completion of the course, students will be able to: explain the role of evaluation in the teaching process; interpret the different functions of assessment and recognize the significance of the informative-developmental function; approach critically the different types of assessment and assessment procedures; design various evaluation activities in teaching; provide adequate feedback on learning and progress; responsibly and reflexively engage in self-evaluation.

Literature/Reading:

• Armstrong, T. (2008). Diskurs akademskog postignuća, Diskurs razvoja čoveka, Najbolje škole, Zagreb, 15-79.
• Vučić,L., Popović, N., Ispitivanje i ocenjivanje učenika, Učitelj u praksi, Beograd, 1991
• Glasser,W., Ocjene i druge temeljne značajke kvalitetne škole, Kvalitetna škola, Zagreb, 2005. 93-107.
• Jensen,E., Super-nastava, 311-323, Zagreb, 2003. Kyriacou, Temeljna nastavna umijeća, Zagreb, 159-179, 2001.
• Lindquist,E.F., Pripremanje testa i priroda merenja u pedagogiji, Beograd, 1966. Pavlović-Babić,D., Ocenjivanje orijentisano na ishode, Beograd, 2003.
• Pešić,M., Planiranje, praćenje i evaluacija sopstvenog rada, Učitelj u praksi, Beograd, 1991.
• Havelka,N., Hebib,E., Baucal,A., Ocenjivanje za razvoj učenika, Ministarstvo prosvete i sporta RS, Beograd, 2003.