J. Selye University, Faculty of Education (SLOVAKIA)
About this paper:
Appears in: EDULEARN19 Proceedings
Publication year: 2019
Pages: 114-119
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.0034
Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain
The acquisition of positive personal characteristics that schools strive to achieve mainly happens through social interaction, which is reflected in the quality of the individual's relationship with other members of the community as well as in the individual’s behaviour towards them. Features of personality are closely related to the individual’s interpersonal and intrapersonal competences. Intrapersonal competences of the personality are those complex activities of the individual which focus on oneself and one’s own development. This is for example self-knowledge and self-understanding, forming the basis of self-evaluation which is represented in the assessment of one’s own abilities, beliefs, characteristics, motives and behaviour. Self-motivation, which means the conscious mobilization of one’s own abilities and directing them to certain specific goals, makes the individual capable of self-management which determines the strategy of activities to hit the chosen target. In this paper, I introduce what is actually evaluated in education in terms of student performance or if their learning activities depend not only on the teacher’s personal conception of the teaching itself, but also on some general concepts of education. The concept of evaluation gives a comprehensive view on the issue from the aspects of defining the process and applying the methods, means and results of evaluation.
The expressive aspects of verbal, non-verbal and meta-communicative contents expressing the dyadic relationships of individual – individual, individual – group and individual – society are of concern to the personality dimension of educational evaluation. The main function of verbal evaluation is to regulate the behaviour of students through positive social reinforcement, rewards, motivation, or on the contrary, by penalties and disincentives. This context also allows the examination of specific features, respectively dilemmas of educational evaluation caused by subjectivity or just the opposite, the efforts of objectivity, the teacher’s preconceptions, the halo effect, the teacher’s personality, etc.
Personality dimension, social dimension, educational evaluation, didactic dimension, primary education.