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Diagnostyka edukacyjna we współczesnym systemie szkolnym. Pomiar i ocenianie wzrostu kapitału ludzkiego uczniów. Część I: Główne pojęcia i pole działania

100%
Niemierko B.
Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW
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2012
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issue 2
123-144
EN
Educational diagnostics may be defined as the theory and practice of recognizing context, progress, and outcomes of learning. It is a relatively new branch of knowledge still searching for a cardinal scientific paradigm: informal or standardized, dealing with class disruptions or monitoring student development. Labor market as the place for selling and buying jobs and vocational positions constitutes a far-reaching target for education. Graduates from schools and colleges bring there their human capital, containing competences, knowledge, experiences, skills and similar assets. Taxonomies of educational goals – emotional, world-view, cognitive, and psychomotor – put the elements of human capital in the following order: (1) motivational domain, (2) moral domain, (3) experiential domain (4) physical domain. With this approach human capital becomes a learning task for students and their ability to learn gained in education becomes the most important manpower characteristics.
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Diagnostyka edukacyjna we współczesnym systemie szkolnym. Pomiar i ocenianie wzrostu kapitału ludzkiego uczniów. Część II: Metodologia i reguły

75%
Niemierko B.
Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW
|
2012
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issue 3
95-122
EN
Developmental paradigms, preferred in educational diagnostics to intervening ones, need vertical scaling, i.e. norms extended across a time passage or a learning cycle. Value added is perceived in education as a progress made by a student or a group of students in a period of time in a well-defined area of attitudes or skills. It may be evaluated in raw scores, percentiles, stanines, grade equivalents or logits (theta scale). Grade equivalents (GE) are numbers of years and months of schooling to yield given achievement levels. They are easy to calculate but possibly misleading. A layman may abuse them and suggest allocating students into school grades according to their GE indexes what would inevitably destroy the educational system. Much more statistically advanced scaling is based on Item Response Theory (IRT) which is a probabilistic theory concerning the relation of an item score with the human property constituting a latent variable. We may apply IRT to mental test items, interview questions, behavioral categories, and even factual information obtained in document analyses. The most influential context variable in educational diagnostics is socio-economic status of a student’s family (SES) as indicated by the parents’ education and vocational positions, their income level and social prestige. Both educational aspirations and examination scores are to large extent determined by SES. Two further unfavorable phenomena of school learning are intellectual helplessness which appears when a student’s efforts to master the content of one or more school subjects proves totally unsuccessful, and learned one-sidedness that is a damage to a student’s personality caused by his/her aspiration to be the best learner at school. Most educational systems assume „equalizing educational chances for every child”, „diminishing the gap between the best and the weakest” and making „no child left behind”. However, the politically fair ideas cannot stand psychological law of fan effect, that is an increase of achievement variance which comes with achievement growth in a population.
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Diagnostyka edukacyjna we współczesnym systemie szkolnym. Pomiar i ocenianie wzrostu kapitału ludzkiego uczniów. Część III: Wybrane wyniki

75%
Niemierko B.
Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW
|
2012
|
issue 4
7-28
EN
Educational practice abounds in wishful thinking which occurs when we believe that something is true because we want it were true. For example, in Poland we set very low cut-scores to external examinations (30%) and still believe that passing the examination means mastery of the subject. Fortunately for educational diagnostics, assessment practice at schools involves emotional/motivational achievement what makes it a good predictor of future accomplishments at schools and on employment. Assessing growth of human capital do begin at general education schools in Poland and elsewhere (US), though in a latent, and partly illegal way, creating the second systems of grading. Frequently applied in lower tiers of education, commented reports, in which teachers describe student achievement in their own words, are more closely related to human capital assessment than the test-based grading used to be. Both pedagogues and students are highly critical of standards of justice in the present achievement assessment practices what makes their consequential validity vulnerable to negative opinions. On the other hand, attempts to determine the worth of educational phenomena by large surveys in the shape of educational evaluation could be contaminated by various political factors. Widening the scope of educational diagnosis to cover the full range of human capital developmental aspects would encourage the better, more economically and ethically sound actions.
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