Course aims:

To design the assessment tools for primary and pre-school education
To carrying out the activities specific to the evaluation process in primary and preschool education
To assessment of learning processes, outcomes and progress made by preschoolers / young schoolchildren

Course Entry Requirements:

Theory and methodology of the curriculum

Course contents:

1. Assessment in the educational process. Conceptual delimitations
2. Docimology - science and practice of school assessment
3. Current evaluation issues. The main stages of the assessment  
4. Assessmentfunctions.
5. Strategies/ways and types of assessment.
6. Methods of student assessment. Oral, written and practical assessment methods. Modern assessment methods.
7. The concordance between the objectives/competences of the curricula, the stated evaluation objectives and the learning outcomes
8. Pedagogical tests / docimological tests: delimitations and typology
9. Self-assessment and inter-assessment methods. Evaluation through pedagogical research methods
10. School grading, theoretical and practical significance. Scoring systems. Ratings
11. Personality and qualities of the evaluator
12. Elements of evaluation deontology
13. Disturbing factors and errors in evaluation and grading
14. Analysis and interpretation of evaluation results

Teaching methods:

Lecture, Examples, Conversation, Exercise, Algorithmization, Academic controversy

Learning outcomes:

After completing the course, students will be able to:
- To use correctly and in appropriate contexts the specific concepts of assessment theory
- To identify errors and disruptive factors in the assessment and the specific ways to prevent their occurrence
- To elaborate a docimological test and a marking scheme

Learning outcomes verification and assessment criteria:

Develop a portfolio of tools and applications in accordance with the specified requirements as outcomes.

Recommended reading:

Anne Campbell & Lin Norton, Learning, Teaching and Assessing in Higher Education: Developing Reflective Practice, Learning Matters, New York, 2010, 80-115.
Edited By Charles Secolsky, D. Brian Denison, Handbook on Measurement, Assessment, and Evaluation in Higher Education, Routledge, New York, 2017, 5-120.
LORIN W. ANDERSON AND DAVID R. KRATHWOHL PETER W. AIRASIAN, KATHLEEN A. CRUIKSHANK, RICHARD E. MAYER, PAUL R. PINTRICH, JAMES RATHS, MERLIN C. WITTROCK, A TAXONOMY FOR LEARNING, TEACHING, AND ASSESSING. A REVISION 0F BLOOM'S TAXONOMY 0F EDUCATI0NAL OBJECTIVES, Longman, London, 2001, 5-100.