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EDUCAŢIA-PLUS
JOURNAL PLUS E D U C A T I O N
●
Volumul VII, Nr. 1/ 2011
Journal Plus Education
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JOURNAL PLUS E D U C A T I O N
●
Volume VII, No. 1/ 2011
QUARTERLY JOURNAL, PUBLISHED BY
“AUREL VLAICU” UNIVERSITY, ARAD
VOLUME VII, No.1 APRIL 2011
Journal Plus Education (JPE) is an official peer-review quarterly
journal, issued by the Faculty of Educational Sciences, Psychology and
Social Work, “AUREL VLAICU” UNIVERSITY, ARAD, which is
also published online.
Coverage
• CNCSIS classification B+ category
• Ulrich’s
• IndexCopernicus
• Ebsco
• Doaj
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JPE Board
Editorial Board Members
Editor-in-chief: Assist.Prof. Gabriela KELEMEN, Ph.D.
Scientific manager: Prof. Anton ILICA Ph.D.
Scientific Committee (in alphabetical order):
Yolanda BENITO, Ph.D., Huerta del Ray University, (Spain);
Muşata BOCOŞ, Ph.D., “Babes-Bolyai” University of Cluj-Napoca
(Romania);
Iohann DAMMA, Ph.D., University of Viena (Austria);
Grozdanka GOJKOV, Ph.D., member of the Educational Academy of
Virset (Serbia);
Dorin HERLO, Ph.D., “Aurel Vlaicu” University of Arad (Romania);
Anton ILICA, Ph.D., “Aurel Vlaicu” University of Arad (Romania);
Svetlana KURTES Ph.D., University of Cambridge, (United Kingdom)
Lizica MIHUŢ, Ph.D., “Aurel Vlaicu” University of Arad (Romania);
Nicolae MITROFAN, Ph.D., University of Bucharest (Romania);
Catherine SELLENET, Ph.D., University of Nantes (France).
Associate Editors:
Patricia DAVIES, PhD. - Project Director, EUCEN (Great Britain);
Calin DRAGOI, PhD. – Pedagogue Gemeinnützige Schottener Reha
Ltd. (Germany).
Disclaimer:
The Editorial Board reserve the right to correct possible spelling
errors.
The authors assume responsibility for the contents of the materials
published.
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EDUCAŢIA-PLUS
JOURNAL PLUS E D U C A T I O N
●
Volumul VII, Nr. 1/ 2011
CULEGERE SEMESTRIALĂ DE STUDII
ŞTIINŢIFICE ŞI DIDACTICE
Redactor responsabil:
Gabriela KELEMEN
Responsabil ştiinţific:
Anton ILICA
Colegiul de redacţie:
Yolanda BENITO, Universitatea din Huerta del Rei (Spania);
Muşata BOCOŞ, Universitatea „Babeş-Bolyai”, Cluj-Napoca;
Lucian CIOLAN, Universitatea din Bucureşti
Iohann DAMMA, Universitatea din Viena (Austria);
Grozdanka GOJKOV, membru al Academiei Învăţământului din Serbia
Dorin HERLO, Universitatea „Aurel Vlaicu” Arad;
Anton ILICA, Universitatea „Aurel Vlaicu” Arad
Miron IONESCU, Universitatea „Babeş-Bolyai”, Cluj-Napoca;
Lizica MIHUŢ, Universitatea „Aurel Vlaicu” Arad;
Nicolae MITROFAN, Universitatea din Bucureşti
Catherine SELLENET, Universitatea din Nantes (Franţa);
Redacţia îşi rezervă dreptul de a corecta în mod tacit eventuale erori
de scriere.
Autorii îşi asumă răspunderea pentru conţinutul şi provenienţa
materialelor publicate în revistă.
ISSN: 1842-077X
E- ISSN (online) 2068 – 1151
Editura Universităţii “AUREL VLAICU”
Arad, 2011
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CONTENTS
FROM PAIDEIA TO PANSOPHIA……………………………………….....9
A. Ilica
TWO APPROACHES OF INVESTMENTS IN EDUCATION……………..20
M. Şimandan
BEING A TEACHER – A PROFESSION OF FAITH…………………...31
G. Kelemen
TEACHERS’ DEVELOPMENT IN RELATION TO EVALUATION -
LEARNING TEAMS AS A POSSIBILITY FOR MORE EFFECTIVE
ASSESSMENT OF STUDENTS’ ACHIEVEMENTS……………..……..44
J. D. Talevski, V. Janusheva, M. Pejchinovska
THE INDIVIDUAL AND DIFFERENTIATED APPROACH AS A
METHOD FOR IMPROVEMENT OF PRESCHOOL PHYSICAL
EDUCATION………………………………………………………………..58
D. Džinović
MULTICULTURAL EDUCATION THROUGH EDUCATIONAL
PROJECTS/PARTNERSHIPS…………………………………………….69
R. S. Petrovan, L. Trif
PLURALIST APPROACH TO ART TEACHING FROM THE ANGLE
OF WALDORF'S SCHOOL …………………………………………….82
A. Negru
THE MENTORS’ PERCEPTION ON THE TEACHING PRACTICE.
A QUALITATIVE RESEARCH…………………………………………...90
E. C. Balaş, C. N. Bran
CAN WE USE FACEBOOK LIKE A TEACHING AND LEARNING
TOOL?.........................................................................................................................................101
L. Maliţa
MANAGERIAL STYLE APPROACH - COMPARATIVE DATA BETWEEN
PRETEST AND POSTTEST………………………………………………110
A. Petroi
INTERCULTURAL EDUCATION IN PRIMARY SCHOOL…………120
M. Puşchiţa
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ADAPTING SCHOOL TO MEET THE DEMANDS OF STUDENTS: A
CONDITION FOR FORMING AN EFFICIENT LEARNING STYLE…...125
L. Tăuşan
COOPERATIVE LEARNING……………………………………………138
J. Varga, A. Vidra
SKILLS AND COMMUNICATION SKILLS IN EDUCATION………144
I. Vlădescu
ACTIVE & COOPERATIVE LEARNING PREPARING OUR STUDENTS
FOR KNOWLEDGE SOCIETY…………………………………………151
D. O. Pop
THE RELATIONSHIP BETWEEN SYLLOGISTIC REASONING AND
INTELLECTUAL DEVELOPMENT……………………………………159
D. Boroş
PROSOCIAL BEHAVIOUR IN COOPERATIVE GROUP WORK
ACTIVITIES……………………………………………………………….173
C. Popa
PREVENTING INSTITUTIONALISATION AND FOSTER CARE.
WORKING WITH DISADVANTAGED FAMILIES AND THEIR
CHILDREN………………………………………………………………..187
C. Drăgoi
CONFIDENCES……………………………………………………………..200
INTERVIEW ON EDUCATION ADDITIONAL ITEMS……………….200
A. I lica
COMMUNICATIVE PRACTICES IN THE TEACHING OF
LITERATURE………………………………………………………………..204
C. Coşer
EDUCATION THROUGH ADVERTISING’S METAPHORS………..218
O. Barbu
MANAGING HIGHER EDUCATION FOR SUSTAINABLE DEVELOPMENT
IN NIGERIA: IMPLICATIONS FOR POLICY CHALLENGES……………232
N. S. Oguzor
THE REPRESENTATION OF VIOLENCE IN YOUNG ADULT
LITERATURE……………..………………………………………………243
V. M. Şimandan
Volume primite la redacţie:.......................................................................................257
Journal Plus Education, ISSN: 1842-077X, E-ISSN (online) 2068 – 1151
Vol VII (2011), No. 1, pp. 44-57
Copyright © 2004-2011 by ”Aurel Vlaicu” University Press
TEACHERS’ DEVELOPMENT IN
RELATION TO EVALUATION - LEARNING TEAMS
AS A POSSIBILITY FOR MORE EFFECTIVE
ASSESSMENT OF STUDENTS’ ACHIEVEMENTS
J. D. Talevski, V. Janusheva, M. Pejchinovska
Jove Dimitrija Talevski
Violeta Janusheva
M.Sc Milena Pejchinovska
Faculty of Education – Bitola, Republic of Macedonia
Abstract:
The answers at many questions connected with the teaching process
lie in the professional development of teachers, and it represents the
most important segment of a comprehensive and systemic reform. The
number of experts who examined the factors that influence the success
and achievements of students is big and they all agree that teacher has a
key role. Therefore, schools in their development plans must take into
account the necessity of continuous professional development of
teachers, especially in the very complex process of assessment, and the
need to create a stimulating environment for both teachers and students.
Learning teams as a form of professional training of the teachers
have a great contribution for improving the assessment and the overall
educational process, and therefore this issue needs also to be paid
attention.
Teachers need to be continually professionally trained in order to
promote and objectivize the process of assessing the students. The aim
of this paper is to highlight the characteristics of learning teams and to
indicate their importance for the professional development of teachers,
having the goal to enhance the assessment and achievement of set
standards i.e. the implementation of the objectives.
The justification of the analysis and the criteria justification of the
capabilities for forming the learning teams through which the skilled
competencies of the teachers will develop in a more positive way comes
from our long term experience and work practice that is connected with
this type of problem, and from the direct involvement in workshops with
programs for professional development and reaching better
competencies of the teachers in connection to the assessment of the
achievements of the students through the learning teams. In relation to
Teachers’ development in relation to evaluation … 45
this, there are some deep considerations from some relevant institutions
like the Bureau for Education Development, results from surveys and
interviews realized with the teaching staff, as with other relevant factors
in the educational process.
Keywords: assessment, professional development, learning teams
1. Introduction
Professional development of teachers is of great importance for
the overall educational process and the work of schools in general. It is
an indisputable fact that the teacher faces the challenge of continuing
professional development as an imperative of modern times. Once the
teacher has completed his education and is included in the teaching
process, he/she must not neglect his own professional development and
he must be included in all activities related to professional development.
The care for all involved and the competent factors for the
development of the permanent professional development are evident
(Bureau for Development of the Education, Ministry of Education and
Science, management of the nine year elementary school, high schools
and gymnasiums 1). That shows that the professional development
slowly but securely gains all of the characteristics of an organized form
of teachers’ development.
Our long practice suggests that management puts a lot of efforts
for the continuous professional development of teachers, but it is still
not able alone without the support of the relevant factors of education,
to care for the professional development of teachers, primarily due to
the insufficient financial incentives, insufficient knowledge about the
role and importance of professional development, etc.
Teachers that have completed the training should be put into
schools as relevant factors that will organize and lead professional
development through learning teams. Namely, within the learning
teams, teachers can find answers to many questions related to the
process of assessing students’ achievements, such as answering the
question which strategy is better suited to improve certain procedural
1 The Ministry of Education in the Republic of Macedonia in cooperation with the
Bureau of Education makes efforts for continuous professional development of
teachers. In 2009/2010 the project Modernization of the education was realized in
order to satisfy the need to improve the professional work of teachers and enhance the
overall quality of the education system as a whole, and in that sense to meet the
standards for quality of programs for professional development of teachers and
management staff.
46 J. D. Talevski, V. Janusheva, M. Pejchinovska
skills and how to assess this skill, answering the question which strategy
is appropriate for students to understand better the concept the teacher
teaches, the answer to the question how to increase motivation of
students to advance their knowledge and achievements, answer the
question how to promote themselves in order to assess students’
achievements, objectively etc.
Starting from the indisputable fact that teachers need to deepen
their knowledge about the assessment of students’ achievements which
is a continuous process that must permanently be planned and to occur,
and in that direction that they permanently have to improve themselves,
we understand the learning teams as necessary environment through
which this professional development of teachers in each segment of the
teaching process will take place, especially in a complex area such as
assessment. In this sense, professional development of teachers through
learning teams happens in order to ensure effectiveness in assessing
students’ achievements.
1.1. Effective Professional Development of the Teachers for
Assessing Students’ Assessments - Learning Teams
Professional development of teachers is a continuous process
that should never stop. In the professional literature, there are many
terms that refer to the concept of professional development of teachers2,
such as training of teachers, professional learning, training of school
staff, and education of the teaching staff within the workplace and so
on. The term professional development of teachers involves all learning
experiences and all planned learning activities which are beneficial to
the teachers and which contribute to improvement of students’
achievements, improvement of the quality of the work of teachers and
the overall atmosphere in schools.
When it comes to professional development of teachers in the
Republic of Macedonia in the last ten years, the numerous projects3
must be mentioned, which, to a large extent, changed the physiognomy
of the educational system and besides the new techniques, strategies
2 http://www.utwente.nl/ico/archief/toogdag/leliveld.pdf, 2007 г.
3 The rush of projects, often undertaken with financial support from foreign
foundations, offer a rich repertoire of techniques, strategies and various activities for
the active involvement of students in classes and reduce the dominant role of the
teacher in the classroom, to enhance the learning process and the results of that
process, and to promote the assessment through evaluation techniques for formative
assessment and summative assessment.
Teachers’ development in relation to evaluation … 47
and activities for the movement of reflective capacities of students and
for increasing their active role during the lesson, they offered series of
models and approaches for professional development of teachers in
almost all areas of the teaching process.4
New approaches for professional development of teachers in
terms of assessment are a great opportunity to connect the system and
individual needs in this complex and very relevant area. They involve
the vision of the challenges in themselves those teachers, students and
schools are faced with. In addition, we stress several different features5
of the new type of effective professional development
- Professional development has individual and organizational character;
- Professional development is focused on the needs of students and the
results of their learning;
- Professional development is a continuous process;
- Professional development is implemented in the workplace;
- Professional development is implemented by teachers, etc.
A single list of characteristics of effective professional
development does not exist, although many authors dealing with this
issue are trying to discover the final list of features. The model for the
professional development of teachers in terms of assessment - learning
groups or learning teams contains within itself all the characteristics of
effective professional development.
Above all, learning teams are concentrated in the working
environment of teachers. The teams are an opportunity for continuous
professional training directly related to the different needs for teachers
and students. The needs for teachers and students give direction to the
goal of the work of the learning teams. They have the potential to
provide sustainable development because with them a culture of mutual
research is built which is transferred to the new teachers.
4 Teachers from 50 secondary vocational schools were involved in workshops with
different contents, in various forms of professional training in order to improve the
competence of teachers in terms of assessment, and thus students’ achievements.
Recent studies show that a small number of teachers can impose themselves in their
schools and create learning teams as a form of professional development. Upon
completion of the financial stimulus the sustainability of professional development
has been questioned, cf. Richardson, Janusheva (2008): When the Dance is Over (in
manuscript)
5 Characteristics of professional development of teachers before: the individual
character, focus on one area, discontinuance carrying out of the workplace,
implementation of experts, mostly from abroad, etc..
48 J. D. Talevski, V. Janusheva, M. Pejchinovska
Professional development through learning teams is a
continuous and virtually endless process of analyzing, planning and
assessing. In addition, we illustrate the work of a learning team:
Suppose that the learning team in a school recognizes the importance of
assessment as a complex process and that the team members through
informal discussions among themselves establish generally observed
weaknesses and difficulties in assessing students while working in
groups, and the contribution of the individual in the group. The
activities undertaken by the team learning are as follows:
I. Analysis
- At the beginning of the school year the frequency of meetings is
determined (eg: twice a month);
- At the beginning of the school year the problem that will be taken into
consideration (in this case, difficulties in assessing the group work of
students and the contribution of the individual in the group is
identified);
- The identified problem is generated by teachers (that is, there is self-
initiative to form a learning team to solve the problem);
- Problem identified is recorded with evidence (for example, lists of
analytical assessment of the group and the individual in the group, is
shared between themselves and it is realized that difficulties6 are present
and that the lists are not sufficient);
-A variable specific strategy or intervention is planned (in this case
teachers can allocate roles so that someone will consult existing
national literature, others will analyze the current foreign literature, the
third will analyze the strategies or interventions that will help in solving
this problem etc.). The question for intervention can be set as follows:
How can _________________ (certain strategy) be used in order to
improve (for __________________________?
II - At the arranged meeting teachers analyze that data they came
across / collect and share them with team members to discuss and
analyze.
6 About the difficulties in assessing the work of groups of students, as well as
evaluating the individual contribution of the student in the group, cf. Janusheva,
Tabakovska (2009)
Teachers’ development in relation to evaluation … 49
The analysis focuses on solving the problem identified and
discussion moves towards indication of the data for the identified
problem;
- Some solutions that surprise are discussed (for example,
solutions that some teachers are coming across the opportunity to apply
their views in the actual situation, success of the implementation, etc.);
- The data obtained are being categorized in groups (for
example, one group refers to possible solutions offered by the domestic
literature, another group to possible solutions offered by foreign
literature, a third group refers to specific activities, strategies,
techniques for solving the problem identified etc.);
III - Once the data will be analyzed, the learning team can see
that the data collected are sufficient to plan and implement specific
strategy; may perceive that they need more data (in this case teachers re-
focus the literature search for the next meeting); can be seen that it is
satisfactory to use a certain strategy, technique, etc. (Suppose that in this
case teachers make decisions to intervene with some strategy: How will
the structured academic discussion7 be used to improve the way of
assesing the group work and the contribution of the individual in the
group?);
IV. Planning
- Team members provide clarification on what would be
improved with the application of this strategy (it is expected, largely,
this strategy (to) overcome the weaknesses of the assessment of work of
the group, and to assess and evaluate the contribution of the individual
in the group);
- The ways of implementation of this strategy in the classroom
are discussed (whether all teachers would use the same strategy with
some modifications, if certain teachers implement another type of
strategy to improve group work, whether there will be comparison of
results between two approaches or not, etc.);
- Assessment and data collection are planned.
7 Structured academic debate is one of the strategies or techniques for improving the
assessment of group work of students, ext. Module 1, 2, 3, 4: SEA - Component for
professional development of teachers from vocational schools
50 J. D. Talevski, V. Janusheva, M. Pejchinovska
V. Assessment
- In the classroom the solution that is agreed upon is
implemented, information about the work that should be adopted at the
next meeting is gathered - recorded classes, lists of assessing group
work, that is gathering evidence for assessment, the evidence is
discussed thus determined whether the concrete strategy after its
implementation, leads to improved success and achievements of
students and the cycle starts from the beginning again: analysis -
planning - assessment.
In this regard, we should mention that members of learning
teams must learn to develop communicative skills in order to
successfully lead the discussion, and to constantly work on their skills to
manage the dynamics of the team in order to maintain focus on the
problem, friendship and so on.
The model of learning teams is a high quality model for
professional development of teachers. It can encompass all involved in
the teaching process and it is model which approaches to solving certain
problems in assessment, as well as other issues relevant to the teaching
process.
Through learning teams we are getting professional and effective
professional development that has all of the features of the new
approach to professional development:
- Learning teams introduce comprehensive process of changes in the
school;
- Learning teams include all teachers in the planning of the professional
development in this way and in its implementation;
- The teams are organized type of professional development;
- Teams concentrate on cooperative and collaborative problem solving;
- Learning teams should receive adequate institutional support;
- Teams must learn to concentrate on many sources of data on the
processes of learning, students outcomes, as well as data sources for the
knowledge of teachers;
- Teams must learn to impose;
- Teams must continually learn to evaluate their job and so on.
This model of professional development offers a great measure
of effectiveness and efficiency. Professional development in this way is
realized in the working environment of teachers. Professional
development of this kind requires, above all, a strong internal
motivation of teachers, a desire and need for improvement in order to
Teachers’ development in relation to evaluation … 51
improve students’ achievements and meet the requirements of the new
market society. Learning teams are organized on a voluntary basis.
It remains once again to point out to the necessary institutional
support that learning teams should get to learn to become effective
centers of learning as well to point out to a change of awareness among
teachers on ways of continuous improvement and adoption of the model
of learning teams.
Action plans are the basis of the teacher professional
development. It is important to include action plans of learning teams in
the annual programs of schools in order to provide effective
professional development and improve teaching quality in general.
Action plans themselves include possible activities to be undertaken for
effective professional development, the reason why these activities are
undertaken, the manner in which these activities are undertaken,
appropriate allocation of roles among team members regarding the
activities and time frame.
1.2. Standards, Criteria and Indicators for Professional
Development of the Teacher in Relation to the Assessment Through
the Learning Teams
Learning teams as a form of professional training of teachers in
terms of assessment, largely promote the whole work of the school.
Without an effective professional development, school reforms cannot
justify their purpose. The teacher must understand the reforms and to
dedicate to them. Teams must learn to include standards in their work,
criteria and indicators for success in their work.
Suppose that in a school the need for professional development
through learning teams is recognized. In addition, we give a list of
standards, criteria and indicators for the success of work of the learning
teams. This list is only of an illustrative character and can be changed
according to the needs of the members of learning teams, as well as the
needs of the school in general and so on.
Standard 1: The school has established an organizational and
managerial structure (body) which will coordinate activities for
professional development of teachers in relation to assessment
Criterion 1: Maintenance of the meetings of the learning teams
and planning activities in relation to assessment
Criterion 2: Activities that are planned for the assessment are
implemented
52 J. D. Talevski, V. Janusheva, M. Pejchinovska
Criterion 3: The realized activities are constantly analyzed and
based on the insights (on new observations are planned
Indicators: Record of meetings, notes, records, observations of
classes
Standard 2: Among the members of the learning teams team
members to learn that there is coordination and cooperation
Criterion 1: Roles and responsibilities of among the members
of learning teams team members to learn how to be effectively allocated
Criterion 2: Among the learning team members there is a sense
of self-initiative and autonomy in work
Criterion 3: The work of the team learning is transparent
Indicators: Records of meetings, notes, records, conversations
with teachers, surveys and interviews with teachers.
Standard 3: Learning teams have the necessary competence and
professionalism to face difficulties in promoting the professional
development
Criterion 1: The teams identify the learning difficulties
Criterion 2: Overcoming difficulties within the school
Criterion 3: Advanced anticipate ways to overcome difficulties
Indicators: Record of meetings, records, notes, surveys and
interviews with teachers, informal conversations with teachers, specific
activities undertaken for a specific problem in terms of assessing
Standard 4: Team learning involves all teachers in professional
development activities in relation to assessment
Criterion 1: Teachers attend meetings organized by the team for
learning
Criterion 2: Teachers demonstrate responsibility and interest
Criterion 3: Teachers develop action plans for their own
professional development and related analytical and reflexive diary.
Indicators: Record of meetings, minutes, memos, conversations
with teachers, surveys and interviews with teachers, their own action
plans for their own professional development and analytical and
reflexive journals.8
8 Analytical-reflexive journal is a powerful tool for organizing thoughts and to enhance
the learning process. Regardless of what the technical appearance of analytical-
Teachers’ development in relation to evaluation … 53
Standard 5: Team learning develops strategies for the
sustainability of this type of vocational training
Criterion 1: The learning team recognizes the importance of
professional development through learning teams
Criterion 2: The learning team with other learning teams
develops plans for sustainability of this type of vocational training
Criterion 3: The learning team takes concrete steps for the
sustainability of this type of vocational training
Indicators: Record of meetings, notes, minutes, very specific
plans and actions
Standard 6: Teachers apply techniques and summative and
formative assessment9 in everyday teaching practice.
Criterion 1: Teachers include some techniques and summative
formative assessment in some subjects
Criterion 2: Teachers include techniques for formative
assessment and summative almost all topics
Criterion 3: Teachers include various techniques of formative
assessment in summative and more instructional content of each topic
Indicators: annual and thematic plans of teachers, the daily
preparation of teachers, observing classes, talking with teachers and
students, surveys and interviews with teachers and students
Standard 7: Teachers take action for improving the assessment,
to improve the way they teach, and activities to improve the way
students learn
reflexive diary, he always contain fields like: the most important I learned from this
topic, How will I use the learned, as of today I learned will help me later in life, which
concepts can relate what I learned today, this reminds me of ... For this I can say that
... aspects that must be detained, comments and suggestions, most I liked ... Do not I
found it quite good ... and so on. This kind of diary is a kind of reflection. The teacher
can use to work with students, their notes may greatly help to plan the assessment, to
monitor what students learned and how and so on. This kind of diary teacher can use it
for yourself, because the information that it receives every day students can quickly be
forgotten
9 Formative assessment is any assessment which helps the student to improve their
achievement, or any assessment which directs, promotes and encourages student to
improve achievement. This assessment is known as the assessment of the learning
process and not a specific test situation but it happens while students are still in the
learning process. It is characterized by continuity and consistency of feedback
54 J. D. Talevski, V. Janusheva, M. Pejchinovska
Criterion 1: Teachers evaluate the progress of students
Criterion 2: Teachers bring analytical lists for assessment of
students
Criterion 3: Teachers in evaluating include effective feedback10
Criterion 4: Teachers take account of the learning processes of
students
Indicators: Various notes, reports, surveys and interviews with
teachers and students, analytical lists for assessment, monitoring of the
hour and so on.
Standard 8: Teachers involve students in self assessment and
evaluation of peers
Criterion 1: Teachers involve students in activities to assess
their own learning
Criterion 2: Teachers involve students in making the criteria for
evaluation and self assessment
Criterion 3: Teachers ask students to reflect on their own
learning and ways it can improve
Criterion 4: Teachers involve students in activities to assess
learning with the students
Indicators: Lists for self-assessment and evaluating classmates,
annual and thematic plans of teachers, surveys and interviews with
teachers and students, the teachers' daily lesson plans
Standard 9: Students demonstrate progress and improvement of
their achievements
Criterion 1: The application of techniques for formative
assessment and summative positively affect the greater number of
students
Criterion 2: The application of techniques for formative and
summative assessment increases the motivation of students during class
Criterion 3: The application of techniques and summative
formative assessment to improve achievement of a greater number of
students
10 Feedback is an essential part of formative assessment. Through her teacher
recognizes the effect of his teaching among students and can better plan their own
work, students gain insight into their achievements, their strengths and weaknesses and
based on that, alone or with the teacher, plan their learning in the direction of its
further improvement
Teachers’ development in relation to evaluation … 55
Criterion 4: The application of techniques and summative
formative assessment encourages students to think about their own
learning
Indicators: surveys and interviews with teachers and students,
observation time, notes, etc.
The above parameters are illustrative and may vary depending
on the needs of the school, teachers and students. The purpose of
establishing standards, criteria and indicators in the work of teams for
learning teaching is primarily promoting the school in all segments,
especially in the most sensitive part - the assessment. Studies show that
the work of learning teams focused on issues related to the assessment,
in a great extent improves students’ achievements, and develops
awareness of their own learning processes.
Conclusion
Professional development of teachers is a continuous process
that should never stop and efforts for an effective, efficient and quality
professional development of teachers should be imperative of the
activities of all involved in the teaching process.
Professional development of teachers in the Republic of
Macedonia in the last ten years, is accomplished through numerous
projects, which, to a large extent, changed the physiognomy of the
educational system and beside the new techniques, strategies and
activities for the movement of reflective capacities of students and to
increase their active role during the lesson, have offered a range of
models and approaches to professional development of teachers in all
areas of the teaching process.
But despite the serious efforts of the relevant factors in the
education system in everyday practice teachers are still facing
difficulties in terms of lack of clear standards, criteria and indicators for
assessing students’ achievements. The assessment of students’
achievements is still one of the crucial problems in the educational
process, and taking into account the complexity of this problem, a
serious approach is needed towards continuous training of teachers
through professional development. In this sense learning teams emerge
as a revolutionary opportunity to overcome this situation. With the
learning teams we can set and check the appropriate criteria and
parameters for assessing student achievement. Namely, through learning
teams it is needed to achieve a stimulating environment to meet the
56 J. D. Talevski, V. Janusheva, M. Pejchinovska
diverse needs of all participants in teaching and also get to answer the
numerous questions that affect the assessment of student achievement
and to overcome difficulties associated with complex processes
assessment of the knowledge of students, evaluation of procedural
skills, etc..
But in practice, solving problems does not stop at solving the
problems related to assessment. As already mentioned, projects that deal
with issues of assessing the achievements, realized to date models and
offered them gave only a framework, guidelines and practical examples
that often after the completion of the training cycle undisseminated
remain forgotten, and in educational institutions, and in that sense as a
more serious problem arises the problem of lack of motivation and non-
initiative staff after completion of training for vocational training.
Learning teams require a strong internal motivation and need full self-
determination and pledging the resources of teachers with evident
support from the management to improve their own practice, going out
to meet the needs of students and improving the process of assessing the
achievement of student’s complex as a specific problem. When these
assumptions are taken into account, the prospects to come to an
environment that is conducive to resolving issues and problems in the
assessment process will be much larger.
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