Abstract:

The first aim of the article was to find out the evaluation and classification process of students’ performance at secondary vocational school in Trnava (Slovakia). The next one was to propose the level of objectification in evaluation and classification of students’ performance during project-based learning with the aim to improve those processes and motivate students to get better results. The survey was realised in January 2010. More than 110 respondents of second, third and fourth grades have answered the questionnaire of 24 questions. According to the results, students do not have enough information about criteria for their evaluation; the teacher’s classification is not often clear; a didactic test is not used more than twice during one classification period; students are classified orally just once a month. The detailed results are interpreted in the article.
Based on the results, we propose:
• to inform students about teacher’s demands and specify the evaluation criteria;
• to use didactic tests more often as the part of classification;
• to use oral classification more often as the tool for students’ motivation.
This topic has been solved within KEGA Project 031-035 STU-4/2010: “Models of project-based learning at secondary vocational schools”.

Keywords:

Classification, short-term projects, students’ performance in project-based learning.