NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ791793
Record Type: Journal
Publication Date: 2008-May
Pages: 10
Abstractor: Author
Reference Count: 39
ISSN: ISSN-0305-5698
Should Assessment Reflect Only Pupils' Knowledge?
Pecek, Mojca; Zuljan, Milena Valencic; Cuk, Ivan; Lesar, Irena
Educational Studies, v34 n2 p73-82 May 2008
In order to realise increasingly complex objectives of compulsory education, it is necessary to have in place appropriate teaching concepts as well as assessment and testing guidelines. The question, however, is what should be assessed: levels of acquired knowledge, skills or attitudes? Should assessment be only a measure of the educational process outcomes, or should it also measure the process of knowledge acquisition itself? How should assessment be carried out in order to respect the principle of fairness and justice? In this paper, we will present results of a research project in which we were interested to find out what teachers would assess if it were up to them to decide. Our survey was conducted on a representative sample of primary school teachers in Slovenia. In spite of clear regulations prescribing that teachers should only assess pupils' progress in relation to the defined objectives and knowledge standards, teachers underlined the necessity to also consider other aspects of children's development. (Contains 1 table and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A