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1

Ocena opisowa – ocena (nie)możliwa?

100%

Szyling G.

Problemy Wczesnej Edukacji

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2009

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vol. 5

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issue 9(1)

80-89

PL

Descriptive marks – Evaluation (im)possibile ? This paper explores the place of descriptive marks in early education, in relation to both theory and practice, and especially its meaning and potential for functioning within the Polish education system. The underlying assumption is that ideas relating to this area are within a paradigm for educational development derived from progressivism as opposed to more traditional models of schooling. In respect of this, analyses of different contexts were carried out to explore which factors had an impact upon the status of descriptive marks in schools. The conclusion based on the results of the analyses is that the concept of descriptive marks from a progressivist perspective is much weaker than that which prevails within the existing educational realities and their attendant limitations. In spite of this, an appropriate use of descriptive results is still possible in early education, while the fact that the concept of “formative evaluation” is becoming more and more popular in Poland has created an opportunity for redefining and giving new meaning to the aims of school marks.

2

Learner feelings of agency and practices of assessment in early education

100%

Szyling G.

Studia Pedagogiczne

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2015

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vol. LXVIII

3

O informacji zwrotnej i jej relacjach z uczeniem się. Ku dydaktycznej refleksji nad perspektywą zmiany w kształceniu akademickim w Polsce

100%

Szyling G.

Kwartalnik Pedagogiczny

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2018

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vol. 63(3 (249))

122-137

PL

In the considerations undertaken in the text I focus on the popular model of feedback, which is assigned the power of transforming teaching into effective learning. I assume that feedback – similarly to each didactic activity or means – is a social and cultural construct, and this is why in the analyses I refer to the multiplicity of theoretical educational concepts and the practical dimension and social context of tertiary education. This embeds the approach taken in the interpretative reasoning on didactics and the critical view on the considerations implemented. Results from the analyses problematise many didactic issues related to feedback, particularly the fact that they reflect its complex relationships with the establishment of educational objectives and limitations in it being associated with the creation of students’ cognitive autonomy. I do not determine the direction of changes that might occur in the Polish tertiary education, yet I draw attention to it being strongly rooted in normative didactics, solidified by adopted system solutions.

4

Dydaktyki stabilne, pogranicze oraz in statu nascendi. Rozważania o książce Doroty Klus-Stańskiej: Paradygmaty dydaktyki. Myśleć teorią o praktyce

100%

Szyling G.

Kwartalnik Pedagogiczny

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2019

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vol. 64(1(251))

127-138

PL

The key aim of the paper is to present a scientific review of Dorota Klus-Stańska’s book, Paradygmaty dydaktyki. Myśleć teorią o praktyce. The conducted analysis was subjected to unravelling these substantive and structural aspects of the textbook which reinvigorate the understanding of didactics as a scientific discipline, violate the matrices-based typologies and knock the reader out of automatisms. Conclusions from the analysis provided substantiation for proposing a classification of didactics reaching beyond their paradigmatic assignment, yet not discordant with it. Taking advantage of the relationship of particular types of didactics with their (a) paradigmatic assignment and (b) educational practice, the author distinguished stable, borderline and in statu nascendi didactics, posing at the end a question as to them being open to interparadigmatic translation.

5

Ewaluacja szkolnych systemów oceniania uczniów. Poszukiwanie znaczeń

100%

Szyling G.

Kwartalnik Pedagogiczny

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2015

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vol. 60(4 (238))

68-82

PL

In the text a critical reflection is undertaken on the evaluation of school assessment systems treated as a social category, “pulsating” due to its relation to its changeable context. Analyses have revealed an extensive realm of reduction of meanings and values carried out in the course of assessment systems creation and design, and throughout performance of their evaluation. One of the effects of those actions is dissonance between records in documents and their practical dimension. In turn, the picture of school reality, simplified and subjected to external evaluation procedures, does not so much block a change it does not make it possible to recognise its need should it not fall within the need to meet uniform requirements of the state regarding education. The same logic results in internal evaluation in the school assessment system being granted the status of undisputed yardstick for the educational reality, which, should such a need arise, must be changed for them to better match the procedures formulated in the document. The text concludes with a question on the need of assessment and values connected with it, the reading of which in the context of specified horizon of meanings may prevent assessment systems from their axiological dimension being reduced, or solidify the current form confined to a set of procedures, whose deeper sense is not reflected on by anyone at school. The latter option does not imply elimination of problems with assessment but those problems remaining unspoken of and their further increase.

6

Wstęp

26%

Klus-Stańska D., Szyling G.

Studia Pedagogiczne

|

2015

|

vol. LXVIII

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Ocena opisowa – ocena (nie)możliwa?

Learner feelings of agency and practices of assessment in early education

O informacji zwrotnej i jej relacjach z uczeniem się. Ku dydaktycznej refleksji nad perspektywą zmiany w kształceniu akademickim w Polsce

Dydaktyki stabilne, pogranicze oraz in statu nascendi. Rozważania o książce Doroty Klus-Stańskiej: Paradygmaty dydaktyki. Myśleć teorią o praktyce

Ewaluacja szkolnych systemów oceniania uczniów. Poszukiwanie znaczeń

Wstęp