Facultatea de Fizică
Universitatea "Al.I.Cuza" Iaşi
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| Titlu: U.S. Educational Assessment differentiated |
| Autori: Paraschiv Daniela |
| Afiliere: The High School. Al. I. Cuza, Str. Ion Creanga, no. 37, Iasi, Faculty of Physics “Al. I. Cuza” University, 700506 Iasi, Romania |
| Abstract: In the recent years differentiated assessment has had a big role in training and assessing students. In the U.S. educational system this differentiated evaluation is performed on varions levels of student learning, which allows a clear assessment of knowledge. Students attend the level of knowledge gained from benchmark tests, which allows them to move to another level of learning and they are grouped and their needs: risk students, average students and very good students. Even if students are assessed by levels of study, it should be remembered that a group of students has different needs, interests and learning styles, in view of both stages of cognitive development and psychosocial problems. Students are in the process of developing a sense of identity and the way the teacher makes this assessment will provide feedback on their skills. The assessment of student learning in the U. S. aims: at the development of student thinking, the language used, applying the concepts in everyday life, the logical structure of arguments and not saving and low reproductive information. The differences of assessment include: knowledge, understanding, self-expression.
The assessment focuses on verifying the students' knowledge and complex reasoning. The work aimed at understanding new evaluation methods and techniques that are consistent understanding of concepts by students and classroom application of these methods. As the Romanian education al system operates, classes are heterogeneous, it is much more difficult to put into practice theses methods harder, full implementation of these methods. |
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