Monitoring and Assessment in Teaching

Pre-requisites: /

Course objectives: Acquisition of knowledge about the role, ways and problems of monitoring and assessing in teaching, training for participation in the process of monitoring and assessing in teaching and for giving professional assistance to the teachers in monitoring and assessing.

Course description: Theoretical course: Monitoring and assessment in teaching process: in the context of planning and evaluation of teaching and in the context of understanding and encouraging student learning. Functions of assessment. Problems and typical mistakes in assessment. Types and forms of assessment: formative and summative, in levels and descriptive. Evaluation scales. Assessment and competency standards. Activities and procedures in the process of monitoring and assessment: Defining the assessment criteria. Designing of evaluative activities and tasks. Encouraging students’ self-evaluation and the function of documentation about students’ work (portfolio). Giving feedback. Knowledge tests: Norm-referenced and criterion-referenced tests. Test characteristics. The structure of knowledge test. Types of tasks (according to the knowledge level and form of questions). The role and the activities of educationalists, teachers and students in the process of assessing. Practical course: Planning of evaluative activities. Designing of knowledge test plan. Examination of evaluative activity and knowledge test in teaching with the cooperation of the school teacher.

Learning Outcomes: Student: is familiar with the different ways of assessing and critically approaches the assessing procedures, understands the functions and the significance of assessing; is capable of using different evaluative activities, designing knowledge test and giving feedback about learning progress.

Literature/Reading:

• Jensen, E. (2003). Bolje procenjivanje (poglavlje). U: Super-nastava. Zagreb: Eduka, str. 311-321.
• Kyriacou, C. (2001). Ocenjivanje učenikovog napretka (poglavlje). U: Temeljna nastavna umjeća. Zagreb: Eduka, str. 159-179.
• Havelka, N., Hebib, E. i Baucal, A. (2003). Ocenjivanje za razvoj učenika – priručnik za nastavnike. Beograd: Ministarstvo prosvete i sporta RS.
• Armstrong, T. (2008). Diskurs akademskog postignuća; Diskurs razvoja čoveka (poglavlja). U: Najbolje škole. Zagreb: Eduka, str. 15-77.
• Havelka, N., (2000). Ocenjivanje učenika (poglavlje). U: Učenik i nastavnik u obrazovnom procesu. Beograd: ZUNS, str. 163-185.
• Vizek Vidović, V. i Vlahović-Štetić V. (2003). Planiranje, praćenje i ocenjivanje (poglavlje). U: Aktivno učenje i kritičko mišljenje u visokoškolskoj nastavi – priručnik za nastavnike. Zagreb: Forum za slobodu odgoja, str. 11-39.
• Mitrović, M. i Aleksendrić, B. (2013). Povratna informacija u ocenjivanju. U: Pedagog između teorije i prakse – Zbornik radova sa nacionalnog naučnog skupa Januarski susreti pedagoga. Beograd: Filozofski fakultet i Pedagoško društvo Srbije, str. 75-79.
• Mitrović, M. (2014). Promena paradigme ocenjivanja u nastavi kao element strategije unapređivanja kvaliteta obrazovanja. Nastava i vaspitanje, god. 64, br.2, str. 175–188.
• Mitrović, M. (2010). Obrazovanje budućih nastavnika za praćenje i ocenjivanje u nastavi: perspektive. U: Unapređenje obrazovanja učitelja i nastavnika: od selekcije do prakse (knjiga 2). Jagodina: Pedagoški fakultet i TEMPUS CRTE, str. 229-239.
• Radulović, L. (2010). Evaluacija aktivnosti studenata kao polazište za razvijanje programa nastavnog predmeta. U: Unapređenje obrazovanja učitelja i nastavnika: od selekcije do prakse (knjiga 2). Jagodina: Pedagoški fakultet i TEMPUS CRTE, str. 203-215.
• Priručni materijali i materijali za rad koje studenti dobijaju tokom nastave.