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: Main concepts and brief history regarding assessment in teaching. Current research topics in the field of evaluation. Pedagogical discourses on assessment. Functions and types of evaluation and assessment. Evaluation and curriculum planning. Assessment and learning. Typical errors in assessment. Planning of assessment. Defining the assessment criteria. Feedback on learning - functions and principles. Descriptive assessment - functions and principles. Different practices of assessment. Authentic assessment. Evaluative activities and tasks in teaching. Encouraging students’ self-evaluation. Functions of documentation on students’ work (portfolio). Practical course: Criteria planning. Giving feedback. Planning of evaluative activities and their implementation in teaching with the cooperation of the school teacher.

Learning Outcomes: Student: is familiar with different types and functions of evaluation; understands the significance and role of assessment in teaching; critically approaches the evaluation procedures; is capable of planning different evaluative activities.

Literature/Reading:

• Armstrong, T. (2008). Diskurs akademskog postignuća; Diskurs razvoja čoveka (poglavlja). U: Najbolje škole. Zagreb: Educa, str. 15-77.
• Havelka, N., (2000). Ocenjivanje učenika (poglavlje). U: Učenik i nastavnik u obrazovnom procesu. Beograd: ZUNS, str. 163-185.
• Havelka, N., Hebib, E. i Baucal, A. (2003). Ocenjivanje za razvoj učenika – priručnik za nastavnike. Beograd: Ministarstvo prosvete i sporta RS.
• Vizek Vidović, V. i Vlahović-Štetić V. (2003). Planiranje, praćenje i ocenjivanje. U: Aktivno učenje i kritičko mišljenje u visokoškolskoj nastavi – priručnik za nastavnike. Zagreb, str. 11-39.
• Mitrović, M. i Aleksendrić, B. (2013). Povratna informacija u ocenjivanju. U: Pedagog između teorije i prakse – Zbornik radova sa skupa Januarski susreti pedagoga. Beograd: FF i PDS, str. 75-79.
• Kyriacou, C. (2001). Ocenjivanje učenikovog napretka (poglavlje). U: Temeljna nastavna umjeća. Zagreb: Educa, str. 159-179.
• Jensen, E. (2003). Bolje procenjivanje (poglavlje). U: Super-nastava. Zagreb: Educa, str. 311-321.
• 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. Jagodina, 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.Jagodina,str.203-215