Self-evaluation tools for kindergartens participating in thehealth-promoting schools programme (original) (raw)
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International Journal of Instruction, 2022
This paper examines the preparation of educators for their planned and carried forms of assessment in the classroom with children aged 5-6 years in preschool institutions and preparatory classes. Moreover, the paper arguments the cooperation that educators maintain with parents to achieve the development of children and to convey information about their progress or stagnation. The purpose of this study is to understand whether educators are prepared to conduct assessment based on the needs and interests of children through various evaluation instruments, systematic monitoring and application of different methods during daily activities. The results of the study are based on the quantitative methodsurvey with educators (N = 150 questionnaires) and the qualitative method, 5 observations of evaluation instruments by 20 educators from different kindergartens, 6 individual interviews with educators and 2 interviews with headmasters. The results depict the views and preparation of educators in the field of early childhood assessment, as well as their approach on how to observe children and inform parents about their children's progress and stagnation.
SELF-ASSESSMENT METHODS USED IN PRESCHOOL EDUCATION. TEACHERS' PERSPECTIVE
ICERI, 2021
Education considers each child unique, and its uniqueness is that starting point in all decisions made by the adult with the primary purpose of helping him to develop fully. The early education of the child lays the foundations for his further development, childhood being the age of fundamental acquisitions, the period in which the child gains autonomy in knowledge, he discovers his own abilities and limits and outlines the first elements of self-awareness. For a harmonious development, from an early age we can teach children about the value that each of them has, and we can achieve this in kindergarten through appropriate steps, through their active participation in the process of knowledge and selfknowledge. Through this study we aim to analyze the perspective of teachers for preschool education on selfassessment methods used in kindergarten. Self-assessment is the key element in formative assessment, is the process during which children reflect on the quality of their work, become responsible for their own learning, increase their self-esteem and become much more positive. Preschoolers must learn to self-assess, and this presupposes the fulfillment of preconditions: to know very well the objectives that the teacher pursues through the act of teaching and that they will have to achieve through the act of learning. This only becomes possible if, in addition to the objectives, the teacher for preschool education clearly communicates to the children the evaluation and grading criteria. To collect the data, we applied an online questionnaire to 245 teachers for preschool education, both in urban and rural areas. One of the questions was the choice of self-assessment methods they use in the classroom. The study shows that in state-funded kindergartens using mostly the simplest methods of self-assessment, such as self-scoring your own work (using "smiley faces" or "stars") (87.3%) and self-correction (according to certain criteria) (76.7%), and less complex ones like the "traffic light" (20%), "reflective diary" (15%), "structured rubrics" (7.3%) or "checklist" (6.5%). From the answers of the teachers participating in the research, It turns out that 86% of them want to participate in training courses on self-assessment in preschoolers. In this article we will describe and exemplify methods and techniques of self-assessment specific to preschool age, successfully applied in our kindergartens.
CARE AND NECESSARY ACTIONS FOR THE SELECTION AND PREPARATION OF EVALUATION INSTRUMENTS (Atena Editora), 2022
The selection and elaboration of the instrument that will be used in the classroom is one of the great challenges that the teacher faces when evaluating the learning of his students. For this, you need to have clear, among other information, the purpose, the criteria that will be adopted and especially what to do with the information that will be collected in the evaluation process. For this reason, it is an activity that demands time and efficient planning in order to achieve the projected objectives and make the assessment fulfill its function, which is to contribute to the improvement of the teaching and learning process. The present study is an excerpt of the Master's Project in development, belonging to the Postgraduate Program in Teaching at the University of Vale do Taquari - UNIVATES/RS. It aims to know the conceptions and practices of teachers who work in the early years of elementary school on learning assessment. The methodological procedure used is qualitative/interpretative, through a case study, with the participation of six teachers from a public school; data collection will be carried out through Interview and Documentary Research techniques; data analysis will be carried out through content analysis. As for the results, we hope that the teacher realizes that the learning assessment is a guiding tool in the teaching and learning process, so some care is needed in the selection and elaboration.
International Research in Higher Education
The evaluation of the pedagogical process in early childhood care and education is an up-to-date and controversial subject of study in the context of scientific and policy choices and actions (Charisis, 2006; Doliopoulou & Gourgiotou, 2008;·McAfee, Leong, Bodrova, 2010). The purpose of this paper is to investigate the evaluation techniques applied in preschool education by the teachers and prospective teachers in kindergartens, who are also the sample of our research, in the region of Epirus and at the University of Ioannina. In our research we used the structured questionnaire with closed and some clarifying open-ended questions. The data of the research highlighted the prospective teachers’ more positive attitude to apply alternative evaluation techniques to kindergarten but ultimately the difficulty in their practical implementation. Despite the limitations of the research, the data is the trigger for further exploration of the subject of teacher education and the reform of the c...
Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje, 2016
Systematic self-evaluation of preschool institutions in Croatia started in 2012 and has since been conducted in the form of one-year cycles of collecting data about preschool activities, present-state analyses and designing plans for development. Self-evaluation is a process that systematically assesses, analyses and evaluates work effectiveness in order to assure quality improvement and create a stimulating work climate (Vranković & Reberšak, 2008). Previous research in the area of selfevaluation in Croatia examined school self-evaluation (Bezinović, 2010; Reberšak, 2009), whereas this paper focuses on the preschool self-evaluation process. The questionnaire Attitudes towards self-evaluation was distributed among 170 preschool teachers employed in preschool institutions in Croatia. The main aim of this research is to determine the differences in preschool teachers' attitudes towards active involvement in the self-evaluation process with respect to the type of preschool teacher training in the area of self-evaluation. The respondents were classified into three groups: 1) preschool teachers who had not had any type of selfevaluation training; 2) preschool teachers who had completed the course during their graduate study; and 3) preschool teachers who had participated in short-term teacher professional development programs. An additional goal was to determine if preschool teachers' willingness to actively engage in the self-evaluation process could be predicted based on their attitudes and years of preschool work experience. The results show that preschool teachers who attended the self-evaluation course during their graduate study consider themselves more empowered for the process than the other two groups of respondents. They express greatest willingness to actively participate in quality assurance teams that conduct the self-evaluation process in preschools. It has been established that the most significant predictors
SOME SCHOOL ASSESSMENTS INSTRUMENTS THAT ARE USED AS A STRATEGY IN THE LEARNING PROCESS (Atena Editora), 2022
This article presents notes on school assessment and some suggestions for differentiated assessment instruments, as a strategy for the learning process, using technologies with research on websites, use of software or applications of graphics or games, in pairs or in groups, with consultation, with glue allowed and prepared previously, with internet research, report, produced and corrected by groups of students, evaluation in phases and others, emphasizing that the moment of evaluation is a continuation of learning and making a comparison of how the evaluation occurs nowadays in our classrooms, how it can be updated, continued, which allows the student to understand their level of evolution, monitor and actively participate, being subject to their learning process. The use of various instruments is necessary to identify how the student is learning, what he is learning about a certain content, which content must be resumed and how he can collaborate with his process of knowledge evolution and not just to fulfill a moment of political bureaucracy. - Pedagogical of the school environment. It must be a guide to innovate teaching practices, understanding the assessment of school learning as a basis to help students with learning difficulties and that it be a moment of self-assessment about the practice in the classroom. Using these various instruments, the evaluation will no longer be a moment of stress, an attempt to cheat, panic and become part of the teaching and learning process.
Evaluation of Children's Performance Assessment in Pre-School
2018
The study aims to evaluate children’s assessment performance five pre-school in Yogyakarta. The evaluative research with quantitative approach. This evaluation uses the CIPP model with evaluation aspect consisting of context component (formal basis), input (performance appraisal plan), process (use of performance measurement of children) and product or output (utilization report in next planning). This study uses data collection techniques in the form of documentation, questionnaires with Likert scale and interviews. Data collected from 50 teacher participants throughout five school teachers that teach in Preschool. The result indicated the performance appraisal can be seen that the implementation of performance assessment at the pre-school in Yogyakarta performing category enough and still need improvement assessment standards. the implementation of performance assessment in Yogyakarta preschool obtained an average score of 3.33 out of 5 scales or in percentage was 66.6%. Evaluatio...
Current evaluation tendencies in primary education
Bulletin of the Transilvania University of Braşov: Series VII: Social Sciences, Law, 2017
The paper approaches an important stage in the educational process, namely the evaluation of the primary school focusing on physical education discipline. After the theoretical approach of the evaluation with everything it involves and the evaluation forms, the paper proposes an alternative to the evaluation tests present in the curriculum. It is about more accessible motor tests, with evaluation items concerned not on achieving performance, but oriented towards the technical execution of the motor skills, team work, cooperation and achievement of results as a team. Also a SWOT analysis is realized, in which there are presented the weaknesses and strengths of the proposed tests and the expected opportunities and threats.
Performance-Based Assessment Evaluated by Croatian Preschool Teachers and Students
Evaluating Teacher Education Programs through Performance-Based Assessments, 2000
Performance-based assessment strongly relies on the observation of children's behavior, preschool teachers' objectivity and accuracy, and presents a significant part of documenting children's development. Therefore, the main aim of this chapter is to analyze the PBA-use and its evaluation by Croatian preschool teachers and students from the Faculty of Teacher Education, University of Rijeka. 60 undergraduate students and 64 preschool teachers participated in this empirical research by filling out self-rated questionnaires. As it was expected, students and preschool teachers demonstrated positive attitudes toward PBA and its documentation in general and if it is applied (will be applied) in practice. However, the students' positive attitudes, satisfaction and perceived usefulness of PBA are significantly higher than those of preschool teachers. These last findings definitely imply the need for modifications of the policy of the preschool education system, as well as significant changes that should be done in practice and relevant study programs.