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1

School expectations expressed in testimonies of students finishing third grade of primary school

100%

Ćwikła E.

Problemy Opiekuńczo-Wychowawcze

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2019

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vol. 583(8)

40-51

EN

Descriptive assesme nt is an important element of school practice. The student’s image adopted by the teacher is very important when formulating a descriptive assessment. Unfortunately, the pattern that emerged during the analysis of the testimonials of students completing the third grade is the pattern of the student as “performer of activities”. Teachers realisticall y translate their expectations into the practice of descriptive assessment, so a good descriptive assessment should show the comprehensive development and progress of the child. During its formulation, a balance should be maintained between social, emotional and cognitive development. Unfortunately, the analysis of the certifi cates showed that evaluation of the achievements of nine-year old childern mainly boils down to cognitive development.

2

Model of student in the reports of children finishing the third grade of primary school

86%

Ćwikła E.

Problemy Opiekuńczo-Wychowawcze

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2020

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vol. 595(8)

59-68

EN

The article is a report of research aimed at identifying and describing the educational functions of descriptive assessment, especially in the field of supporting the role of the student as the "creator of actions", the role of a colleague and the role of a person. This was related to an attempt to reach the role model of a student, colleague and person adopted by the teacher, because according to the perspective of symbolic interactionism, the models of perceiving the child in these roles have an impact on the teacher's educational activities. Discourse analysis was used as the main research method. Understanding discourse as a tool for analysing social space allowed for the interpretation of descriptive assessment through a specifically understood language and allowed to look at the assessment as a way of the method of communication between the teacher and the student. The research technique used was the analysis of documents, i.e. the analysis of classification descriptive assessment, which were treated as tools for talking to children and parents. The results of the research lead to the conclusion that descriptive assessment does not have to be a disciplinary tool for the student, a form of control or authority over the student, and the student does not have to be perceived by the teacher as a "performer of activities". Descriptive assessment may become a helpful diagnostic tool in education based on constructivist ideas if teachers are original and pay attention to such features of the student's role that help to develop reflection, independence, creative thinking, intrinsic motivation. Such teachers are able to combine the expectations directed to the "student" with the expectations directed to the "person" and "colleague". In the descriptive assessments they construct, the model of the student as the "creator of actions" is clearly distinguished. For them, the assessment is a helpful work tool, and gives students the opportunity to enter the reflective learning process.

3

Nauczycielski profesjolekt stosowany przy formułowaniu ocen opisowych zachowania na świadectwach szkolnych. Badanie rozpoznawcze

58%

Karapuda J. M.

Konteksty Pedagogiczne

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2023

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vol. 1

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issue 20

73-83

EN

The aim of this article is to present an interesting area for empirical exploration, which is the analysis of the teacher’s professiolect used in editing descriptive grades on school certificates. The analysis of descriptive behavioural as-sessments on school certificates has been highlighted, with particular emphasis on professiolect used to formulate the grades. Teachers preparing a descriptive assessment of behaviour on a school certificate should prepare it in the form of individual descriptions of behaviour formulated separately for each pupil in the class. In their assessment, teachers should consider the pupil’s progress in emotional and social development and the child’s personal achievements. Based on the results of the ex-ploratory study, I present the examples proving that teachers, when formulating descriptive assessments of students’ behav-iour on school certificates, use a teacher professiolect that may not be fully understood by students and their parents – the most important recipients to whom behaviour assessment in early childhood education is addressed.

PL

Celem niniejszego artykułu jest zaprezentowanie interesującego poznawczo obszaru do empirycznej eksploracji, jakim jest nauczycielski profesjolekt stosowany przy redagowaniu ocen opisowych na świadectwach szkolnych. W swoim artykule prezentuję analizę ocen opisowych zachowania uczniów na świadectwach szkolnych, ze szczególnym zwróceniem uwagi na profesjolekt, w jakim są one formułowane. Nauczyciele sporządzający ocenę opisową zachowania zamieszczaną na świadectwie szkolnym powinni przygotować ją w formie indywidualnych opisów zachowania sformułowanych osobno dla każdego ucznia w klasie. W swojej ocenie powinni oni uwzględnić postępy ucznia w rozwoju emocjonalno-społecznym i osobiste osiągnięcia dziecka. Na podstawie wyników badania rozpoznawczego prezentuję przykłady, które dowodzą, że nauczyciele podczas formułowania ocen opisowych zachowania uczniów na świadectwach szkolnych posługują się nauczycielskim profesjolektem, który może być nie w pełni zrozumiały dla uczniów i ich rodziców – czyli najważniejszych odbiorców, do których są kierowane oceny zachowania w edukacji wczesnoszkolnej.

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2 Problemy Opiekuńczo-Wychowawcze

1 Konteksty Pedagogiczne

2 Ćwikła E.

1 Karapuda J. M.

1 2023

1 2020

1 2019

School expectations expressed in testimonies of students finishing third grade of primary school

Model of student in the reports of children finishing the third grade of primary school

Nauczycielski profesjolekt stosowany przy formułowaniu ocen opisowych zachowania na świadectwach szkolnych. Badanie rozpoznawcze