EVALUAREA FORMATIVĂ PRIN PRISMA ABORDĂRILOR PSIHOPEDAGOGICE ÎN ÎNVĂȚĂMÂNTUL UNIVERSITAR

Valeria BOTEZATU, Nina BÎRNAZ

Abstract


În practica educațională, eficiența procesului de evaluare este influențată de anumite abordări teoretice, inclusiv de abordări psihopedagogice. În acest sens, articolul evidențiază o abordare sistemică și complexă a procesului de evaluare formativă prin prisma abordărilor psihopedagogice: behaviorismul, constructivismul, teoria învățării depline, teoria proiectării centrată pe dovezi, pedagogia competențelor. Astfel, evaluarea formativă înseamnă raportare la competențe, obiective de instruire, cerințe și criterii de evaluare, feedback, resurse educaționale, interacțiune între cadrul didactic și studenți.

 

FORMATIVE ASSESSMENT FROM THE PRISM OF PSYCHOPEDAGOGICAL APPROACHES IN UNIVERSITY EDUCATION

In the educational practice, the efficiency of the evaluation process is influenced by certain theoretical approaches, including psychopedagogical approaches. In this sense, the article highlights a systemic and complex approach to the process of formative assessment through the psychopedagogical approaches: behaviorism, constructivism, theory of mastery learning, evidence-centered design theory, pedagogy of competences. Thus, the formative assessment means relation to competences, to instructional objectives, to requirements and criteria for evaluation, to feedback, to educational resources and to interaction between the teaching staff and students.


Keywords


formative assessment, behaviorist theory, constructivism paradigm, evidence – centered design, mastery learning theory, pedagogy of competences.

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References


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