On the issue of didactic evaluation (brief analysis)

The issue of didactic evaluation offers multiple investigative opportunities to researchers in the field of educational sciences. Starting from this assertion, PhD student Cristian Stan conducted a brief analysis on the didactic evaluation outlines and methods.

A first epistemic approach concerns the structure of the evaluation process, respectively the sequences that it encompasses and the evaluation policies resulting from the particular way of combining them: verification (methods and tools with which the information is collected about students’ level of preparation), measurement as reporting school performance (volume of knowledge, level of understanding and ability to apply it) to certain docimology standards (program requirements, class level or level of previous school performance of the student), significance (expression of measurement results by grades or grades) and argumentation (explaining the reasons that led to the award of that grade or grade.

The second characteristic that we found relevant for the study was the interactions established between the didactic evaluation and the other components of the educational process: teaching, learning, self-evaluation, respectively the way in which the harmonisation of the relations established between them can facilitate the achievement of higher academic performances.

Another aspect is represented by the analysis of the various forms of objectification of the didactic evaluation (written, oral, analysis of the products of the activity, etc.) in terms of the advantages and disadvantages that each of them has both in terms of docimology accuracy and the perspective of the extent to which they favor or disadvantage students with a certain personality structure.

The investigative theme of didactic evaluation was completed by studying how its various functions (motivational, decisional, informational, ascertaining, diagnostic, etc.) can provide the teacher and students with the necessary feedback to improve teaching, learning and self-evaluation.

Relevant for educational theory and practice are research focused on both the issue of the objectivity of didactic evaluation and the factors that can lead to its distortion (contrast effect, instrumental error, halo effect, orientation to anticipation, the effect of constant personal error, etc.) and and those related to school failure and the self-defense mechanisms that people in this situation put into play (rationalization, intellectualization, attribution, derogatory comparison, etc.).

Cristian Stan is a newly graduated PhD. student and recently an assistant professor at Faculty of Psychology and Educational Sciences, Department of Educational Sciences.

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