1 J. Selye University, Faculty of Education (SLOVAKIA)
2 DTI University (SLOVAKIA)
About this paper:
Appears in: INTED2021 Proceedings
Publication year: 2021
Pages: 96-103
ISBN: 978-84-09-27666-0
ISSN: 2340-1079
doi: 10.21125/inted.2021.0034
Conference name: 15th International Technology, Education and Development Conference
Dates: 8-9 March, 2021
Location: Online Conference
The information gathering stage implies the use of specific methods and forms of evaluation, of course, depending on evaluation objectives. When evaluating the cognitive skills of students, traditionally these methods of evaluation are used: oral answers (testing), written responses (testing), where we also included educational tests and practical tests. As a universal, general and essential evaluation method the method of systematic observation is also considered, as it is ultimately integrated into all the other methods. We used a multi-method design, which consisted of systematic observation to observe preschool children during play and selective methodology to assess their reading and writing skills in the first year of compulsory primary education. For this method to continue to make a positive contribution towards the coaching research literature, researchers need to more critically reflect on how and why they are employing this method. At present, some of the decisions made by researchers who have conducted work in this area are not justified with a rationale.

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 (interview, observation), means and results of evaluation. I would like introduce the systematic observation method: is based on the analysis of verbal expressions, the monitoring of changes, recognizing the individual characteristics of each student, the nature of social relations in the classroom, the analysis of student activities (articles, drawings, written work, etc.). It is implemented with adequate forms of educational evaluation.
Evaluation methods, traditional evaluation social dimension, educational evaluation, didactic dimension, primary education.