Criteria for educational assessment: definition and types
Abstract
The effectiveness of the educational assessment is directly dependent based on the assessment, which in the mainstream of the criterion-oriented approach is represented by the criteria for the quality of the learning outcomes. The conducted research shows the variability of the definition of the concept of criterion in the theory and practice of teaching, the lack of unity in identifying generic characteristics. The analysis of theoretical sources on the research problem in the databases of domestic and foreign full-text peer-reviewed journals made it possible to identify the key features of the assessment criteria: their correlation with the goals and expected learning outcomes; orientation towards both teacher and student; ensuring the differentiation of the qualitative characteristics of the learning outcomes; opportunities to improve the quality of the assessment. In addition, the use of different classifying features became the basis for identifying binary oppositions of assessment criteria.
About the Author
M. A. Bodony
Kuban State University
Russian Federation
Russian Federation
Bodony Marina А., PhD (Education), Associate Professor, Head of the Chair of Applied Linguistics and Modern Technologies
Krasnodar
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Review
For citations:
Bodony M.A. Criteria for educational assessment: definition and types. Bulletin of Vladimir State University named after A.G. and N.G. Stoletovs. Series: Pedagogical and Psychological Sciences. 2022;(50):45-58. (In Russ.)
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