INNOVATIVE PERSPECTIVES IN PRIMARY EDUCATION ASSESSMENT. Digital evaluation

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35,00 Lei   25,55 Lei

ISBN: 978-606-28-0438-1

DOI: 10.5682/9786062804381

Publisher year: 2016

Pages: 230

Publisher: Editura Universitară

Author:

Marin Manolescu
Marin Manolescu
Mirela Frunzeanu
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  • PERSPECTIVE INOVATIVE ALE EVALUARII IN INVATAMANTUL PRIMAR. Evaluarea digitala

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CUPRINS/5

INTRODUCERE / 9

PARTEA I. CONTINUITATE SI SCHIMBARE IN EVALUARE/ 13

CAPITOLUL I. DE LA SCOALA SELECTIVA LA SCOALA DEMOCRATICA DE MASA/ 15

1. De la practici rutiniere si prejudecati la profesionalism in educatie / 15

2. Ambivalenta scolii: democratie si liberalism / 16

2.1 Traditii democratice ale scolii romanesti la nivel primar /16

2.2 Scoala si competitia; meritul scolar ca resort al elitismului/ 19

2.3 De la scoala selectiva la scoala democratica de masa /21

3. Traditiile hiperselective ale scolii romanesti. Selectia prin „esec” / 23

4. „Ideologia” refuzului selectiei in sistemul de educatie /25

5. Democratizarea invatamantului si evaluarea eficacitatii scolii: corespondente progresive / 27

6. Repere istorice in evolutia ideilor docimologice in Romania /28

CAPITOLUL II. DOMINANTE INOVATIVE ALE EVALUARII IN INVATAMANTUL PRIMAR/ 31

1. Scoala si „fabricarea” succesului / insuccesului scolar/ 31

1.1 Conditionarea sociala a evaluarii la nivel primar/31

1.2 Scoala si „fabricarea” succesului / insuccesului scolar /32

2. Evaluarea scolara intre doua obsesii: cognitivism si behaviorism/ 34

3. Evaluarea pe baza de competente - finalitate a procesului de invatamant/ 36

3.1 Obiectivele evaluarii pe baza de competente/ 36

3.2 Aspecte procedurale privind evaluarea pe baza de competente/36

4. Evaluarea pe baza de standarde la nivel primar/ 37

5. Idei inovative in evaluarea scolara din ciclul primar / 38

5.1 Conceptualizarea evaluarii scolare/ 38

5.1.1 Evolutii semantice/ 38

5.1.2 Caracteristicile moderne ale conceptului de evaluare scolara/ 40

5.1.3 Declaratia drepturiloe si indatoririlor elevului evaluat / 40

5.2 Proiectarea sau reconceperea evaluarii/ 41

5.3 Administrarea evaluarii in ciclul primar / 43

5.4 Valorificarea evaluarii /44

6. Decizii privind inovarea sistemului de evaluare din invatamantul primar /45

6.1 Calificative versus note in invatamantul primar/ 46

6.2 Descriptorii de performanta - repere conceptuale/ 48

6.3 Descriptori de performanta - niveluri de performanta/ 49

6.4 Corespondenta descriptori - calificative / 51

6.5 Stabilirea calificativelor in invatamantul primar/ 51

6.6 Renuntarea la „coronita” - argumente pro si contra/ 52

CAPITOLUL III. RECONSTRUCTIA EVALUARII IN INVATAMANTUL PRIMAR /53

1. Un deziderat major - anticiparea demersului strategic / 53

2. Evaluarea curenta in invatamantul primar / 56

2.1 Modernizarea functiilor evaluarii in invatamantul primar /56

2.1.1 Functiile pedagogice - prioritati ale evaluarii in ciclul primar/ 56

2.1.2 Predominanta functiei educative a evaluarii in ciclul primar /57

2.2 Modernizarea „obiectului” evaluarii /58

2.3 Modernizarea operatiilor evaluarii / 58

2.4 Modernizarea strategiilor de evaluare / 59

2.4.1 Evaluarea criteriala versus evaluarea normativa in invatamantul primar/ 59

2.4.2 Complementaritatea evaluarilor initiala - formativa - sumativa / 59

2.4.3 Pedagogia mixta in cinci etape sau integrarea evaluarii initiale - formative

- sumative / 61

2.5 Modernizarea referentialului in evaluare/ 63

2.6 Modernizarea metodelor de evaluare/ 64

2.7 Proiectarea probelor de evaluare/ 66

2.7.1 Corespondente progresive: complexitatea obiectivelor de evaluat -

„deschiderea” itemilor /66

2.7.2 Selectia instrumentelor de evaluare/ 67

2.7.3 Algoritmul elaborarii unei probe de evaluare /67

3. Evaluarile Nationale din invatamantul primar /68

3.1 Legea Educatiei Nationale cu privire la evaluarile elevilor din clasa pregatitoare,

clasa a II-a si clasa a IV-a /68

3.2 Argumente pedagogice privind introducerea Evaluarilor Nationale in

invatamantul primar/ 69

3.3 Evaluarea elevilor din clasa pregatitoare. Sistemul metodologic / 70

3.4 Evaluarea elevilor la finalul clasei a II-a /71

3.5 Evaluarea elevilor la finalul clasei a IV-a /75

4. Analiza comparativa a evaluarilor la clasa pregatitoare, clasa a II-a si la clasa a

IV-a/ 77

5. Evaluarile Nationale intre acceptare si contestare /79

CAPITOLUL IV. CULTURA EVALUATIVA CA STARE DE SPIRIT/ 81

1. Cultura evaluarii ca stare de spirit/ 81

2. Exigenta ca stare de normalitate profesionala / 82

3. Invatarea asistata de evaluare ca mentalitate/ 83

4. Modele practice ale educatiei in scoala romaneasca /84

4.1 Modelul intuitiei pragmatice sau „tehnica bricolajului” / 84

4.2 Modelul Pedagogiei prin Obiective (PPO) / 85

4.3 Modelul Pedagogiei Competentelor / 85

4.4 Romania: doua abordari ale competentei in practica scolara / 86

4.5 Specificitatea celor trei modele in invatamintul primar romanesc / 86

5. Standardizarea activitatii didactice / 88

6. Transformari curriculare si de sistem in formarea cadrelor didactice pentru

invatamantul primar / 89

6.1 Repere evolutive in formarea initiala si continua a cadrelor didactice pentru

invatamantul primar in Romania /89

6.2 Formarea continua a cadrelor didactice din invatamantul primar /91

7. Cultura profesionala si cultura evaluativa in formarea cadrelor didactice pentru

invatamantul primar. Demersuri curriculare si aplicative / 92

PARTEA A II-A. EVALUAREA DIGITALA IN INVATAMANTUL PRIMAR/ 97

CAPITOLUL I. DE LA „ASCULTARE” LA „EVALUARE DIGITALA” /. 99

1. Expresii tipice pentru o evaluare traditionala / 99

2. Evaluarea digitala - o alegere naturala/. 100

CAPITOLUL II. GHIDUL METODOLOGIC „INSTRUMENTE DIGITALE DE

OPTIMIZARE A ACTIVITATII EVALUATIVE IN INVATAMANTUL PRIMAR”/ 102

1. Argument/ 102

2. Instrumente digitale in activitatea evaluativa - abordari teoretice/ 103

2.1 Tehnologia Informatiilor si Comunicarii (TIC) in invatamantul primar / 103

2.2 Regandirea activitatii evaluative intr-o lume participativa digitala / 106

2.3 Web 2.0 - instrumente inovative in evaluare / 108

2.4 Beneficii pedagogice ale introducerii instrumentelor Web 2.0 in evaluare /. 111

2.5 Conditii de interventie a instrumentelor digitale in activitatea evaluativa / 114

3. Instrumente digitale in activitatea evaluativa - aplicatii practice in invatamantul

primar /120

3.1 Prezentarea video: Animoto https://animoto.com// 120

3.2 Posterul digital interactiv: Glogster http://edu.glogster.com/124

3.3 Cartea digitala: Storybird https://storybird.com/  130

3.4 Banda desenata digitala: Storyboardthat www.storyboardthat.com135

3.5 Prezentarea digitala : Prezi https://prezi.com/ 139

3.6 Prezentarea video: Stupeflix https://studio.stupeflix.com/ 145

3.7 Cartea digitala: Mixbook http://www.mixbook.com/150

3.8 Posterul digital: Automotivator http://wigflip.com/automotivator/  156

3.9 Colajul digital: Pizap www.pizap.com/ 160

3.10 „Norul de cuvinte” digital: WordCloud http://www.abcya.com/164

3.11 Avizierul digital: Padlet https://padlet.com /168

3.12 Harta conceptuala digitala: Bubbl.us https://bubbl.us/171

3.13 Reclama digitala: Fotobabble http://www.fotobabble.com / 175

3.14 Ziarul digital: Fodey http://www.fodey.com/178

3.15 Desenul digital: Tux Paint http://www.tuxpaint.org/ 181

3.16 Blogul: Kidblog http://kidblog.org/home/  185

3.17 Portofoliul digital (e-portofoliul): Kidblog http://kidblog.org/home/  202

3.18 Wiki-ul: Wikispaces http://www.wikispaces.com/ 208

3.19 Testul digital: Proprofs http://www.proprofs.com/217

CONCLUZII - RECONSIDERAREA EVALUARII INTR-O LUME PARTICIPATIVA DIGITALA  220

1. Evolutia paradigmelor in evaluarea scolara/ 220

2. Un nou peisaj educational - evaluarea adaptata unei lumi participative digitale/ 222

BIBLIOGRAFIE / 224

Marin Manolescu
Marin Manolescu

Prof. Marin Manolescu is. PhD at the Faculty of Psychology and Educational Sciences, University of Bucharest.
He is currently professor and director of the Department of Pedagogy of Primary and Preschool Teach save Bucharest from the Faculty of Psychology and Educational Sciences, coordinator of the Master "Education presecundara. Development policies and strategies. "
A pre-university teaching career through all the steps (teacher, professor) and universal sieve. Is PhD in science education.
Areas of scientific competence and teaching: theory and methodology of assessment, curriculum theory, initial and continuous training of teachers, professional practice and teaching. It has a rich management experience, probably at the university and university education institutions and central level.
He participated in various stages of training and development at home and abroad, participate in various national and international projects and programs: SOP HRD, PHARE, World Bank, ARACIS, UNICEF, MECI, as an expert or assessor.
He has published five books of the author, as co-author three books, is the coordinator of several works by the author team, is the author and coauthor of studies and articles published in magazines and specialized scientific publications in the country and abroad. Is a member of the editorial teams of magazines in the field of education.


Mirela Frunzeanu

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