Assessment of School Achievements in Theoretical Discourse and Empirical Studies - Discourse on School Assessment
| dc.contributor.author | Piorunek, Magdalena | |
| dc.contributor.author | Dopta, Magdalena | |
| dc.contributor.author | Wieczorek, Anna | |
| dc.contributor.editor | Sałaciński, Lech | |
| dc.contributor.editor | Seidel, Andreas | |
| dc.date.accessioned | 2015-12-22T11:10:20Z | |
| dc.date.available | 2015-12-22T11:10:20Z | |
| dc.date.issued | 2007 | |
| dc.description.abstract | The present text is a part of a paper ed. by L. Sałaciński and A. Seidel, titled Changes in Student Achievement Assessment System in Selected European Countries – A Comparative Study – 2007. Section Assessment of School Achievements in Theoretical Discourse and Empirical Studies – Discourse on School Assessment (authors: Piorunek M., Dopta M., Wieczorek A.) reviews various theoretical approaches and factors involved in the assessment process at schools. In the discourse, selected aspects of the school assessment process were looked at from a perspective of groups of educational subjects that are engaged in the process, i.e. pupils that are subject to assessment, teachers who conduct assessment, parents and present students who were asked to look retrospectively at their school assessment experience. To this end, the authors referred to the outcomes of the studies carried out as an international research project to diagnose school assessment process, coordinated by the Potsdam University, Germany. A diagnostic survey involving the above mentioned groups of respondents was carried out under this project. Empirical verifications focused on within-school assessment, a process that applies own rules and has different functions to those available in the objective external assessment. The collected diagnostic material, derived from the surveys addressed to the groups of respondents, was analysed and presented grouped by the following problem areas: 1. Functions of assessment 2. Subject of assessment 3. Principles of school achievement assessment 4. Assessment differentiating factors 5. Pupil involvement in the assessment process 6. Impact of school assessment on pupil’s functioning 7. For and against of school assessment. The dissertation is supplemented with an annex that contains a tabular and graphical presentation of the collected diagnostic material, and is an integral part and quantitative illustration of the theses discussed. | pl_PL |
| dc.description.sponsorship | University of Zielonagóra | pl_PL |
| dc.identifier.citation | W: Changes in Student Achievement Assessment System in Selected European Countries - a Comparative Study, pod red. Sałaciński Lech i Seidel Andreas. Kraków: Oficyna Wydawnicza "Impuls", 2007. | pl_PL |
| dc.identifier.isbn | 978-83-7308-655-5 | |
| dc.identifier.uri | http://hdl.handle.net/10593/14090 | |
| dc.language.iso | en | pl_PL |
| dc.publisher | Oficyna Wydawnicza "Impuls" | pl_PL |
| dc.rights | info:eu-repo/semantics/openAccess | pl_PL |
| dc.subject | school grades | pl_PL |
| dc.subject | within-school assessment | pl_PL |
| dc.subject | parents | pl_PL |
| dc.subject | teachers | pl_PL |
| dc.subject | pupils | pl_PL |
| dc.title | Assessment of School Achievements in Theoretical Discourse and Empirical Studies - Discourse on School Assessment | pl_PL |
| dc.type | Rozdział z książki | pl_PL |