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Autoevaluarea Elevilor - Istorie

The document discusses developing students' capacity for self-assessment in history lessons. It explains that history aims to socialize students and prepare them for life in society. Therefore, history is interested in assessing and having students self-assess their results. Accurate self-assessment leads to conscious, fair, and responsible evaluation of one's own work. There are various ways to incorporate self-assessment into history lessons, such as using evaluation criteria, peer assessment, and individual learning tasks. Developing self-assessment skills changes students' attitudes towards history by motivating them to improve. It also provides students with communication skills and knowledge application abilities.

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203 views5 pages

Autoevaluarea Elevilor - Istorie

The document discusses developing students' capacity for self-assessment in history lessons. It explains that history aims to socialize students and prepare them for life in society. Therefore, history is interested in assessing and having students self-assess their results. Accurate self-assessment leads to conscious, fair, and responsible evaluation of one's own work. There are various ways to incorporate self-assessment into history lessons, such as using evaluation criteria, peer assessment, and individual learning tasks. Developing self-assessment skills changes students' attitudes towards history by motivating them to improve. It also provides students with communication skills and knowledge application abilities.

Uploaded by

dj_padre15248
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© © All Rights Reserved
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DEZVOLTAREA CAPACITII DE AUTOEVALUARE A

ELEVILOR LA ISTORIE
- o abordare conceptual i aplicativ DEVELOPING THE CAPACITY OF SELF-ASSESSMENT TO THE
STUDENTS TO HISTORY
Asist. univ. drd. ALEXANDRACHE CARMEN
Universitatea Dunrea de Jos Galai
Departamentul pentru Pregtirea Personalului Didactic
In todays social and cultural context, history equally deals with
the socialization and making the educated fit and trained for life in the
society to which he is willing to belong. Therefore, as a school subject,
history is mainly interested in assessing and self-assessing the
studentsresults. In order to forge their own destiny, to become independent
the young students should get to know themselves, should be aware of their
own efficiency at school. An accurate assessment which is of great interest
to the student, leads to a conscions, fair and responsible self-assessment.
There are various ways of self-assessment during the history lesson which
can be applied to different moments of the educational act: a good
knowledge of assessment criteria, filling and controlled self-correction of
evaluation tests, mutually giving marks, achieving individual learning task
and sharing your opinion to the other. An accurate assessment will change
studentsattitude to history, encouraging them to perform better and work
harder, developing their interest for this school subject and science.
History learnes who are motivated perceive goals of various kinds.
Motivation is some kind of internal drive that encourages students to pursue
a course of action. The capacity of self-assessment provides students
notonly with a satisfactory blend of confidence and enjoyment the ability of
communicating-conveying information, debatingand expressing opinions-

but also with knowledge and using this knowledge in different contexts of
learning. Therefore history allows organizing different activities such as:
involving students in test and reuising exercise making;
drawing up marking criteria together wirh the teacher, the marks
showing studentsprogress;
self-correcting and self-marking;
mutual correcting and marking (student-student);
considering one of teachers examples of assessment (evaluation);
working out revising plans, comparing and discussing them with
other students;teachers fairness when marking students.
Students get to feel the history lesson; they are important by what
they are and what they do. They become the teachers partners in the
educational process, they are responsible for what they learn. At the same
time they change attitude towards history. This one is no longer a subject
where students should memorize past actions but a subject which allows
interpretation, research, discussion of viewpoints. By its feed-bach, selfassessment leads students to get involved (for learnings sake). elfexamination and self-correction of their own knowledge, judging their own
potentiality encourage-by these conscious activities- the achievment of the
main goal of history. Building an independent personality capable of selfeducation, politically aware, acutely aware of stereotypes and prejudices; a
personality who values history not as revenge but as communication and
high moral standards and attitudes.
A fi stpn pe tine nsui certific, n definitiv, dezideratul colii
moderne: cunoaterea de sine, implicarea direct n construirea identitii
proprii, integrarea responsabil i motivat n comunitatea fa de care simi
c aparii. Falsa percepere a specificului tiinific i disciplinar prin care
rolul istoriei era redus la conservarea faptelor trecute, dei organizate
ierarhic, relaional i valoric-justiiar, a fost anulat de practica colar, de

cerinele social-culturale ale contextului contemporan (3, p. 27), ce insist


pe valori i atitudini moral-civice, pe antrenarea gndirii critice, pe
socializarea i integrativitatea educatului. Prin strategiile didactice abordate,
lecia de istorie contribuie fr echivoc la formarea autonomiei tnrului,
capabil s caute, s interpreteze, s-i argumenteze opiniile, s comunice
integrator cu ceilali. Accentul se va pune pe nvarea de metode i tehnici
de cercetare i creativitate, pe identificarea de noi semnificaii, pe abordarea
multidirecional a realitii, spre manifestarea unei atitudini deschise
schimbului de idei. n acest sens istoria i orienteaz discursul didactic spre
implicarea tnrului n propria devenire, fapt care impune, n principal, o
bun autocunoatere i o corect autoapreciere. Aceast activitate a fiinei
umane n scopul perfecionrii personalitii proprii (1, p. 16), trebuie deci
s fie orientat spre

comunicarea cu ceilali
mbogirea achiziiilor cognitive i practice.

Autoevaluarea (nsemnnd progresul i calitatea achiziiilor colare,


relevana lor pentru sine), indisolubil legat de evaluare, exprim esena
procesului didactic, demonstrnd finalitatea nvrii, schimbrile de ordin
cognitiv, atitudinal sau comportamental produse n urma predrii-nvrii
istoriei. Elevii, pui n situaia de a realiza msurri, aprecieri, de a lua
decizii n legtur cu rezultatele lor colare, cu potenialul de care dispun,
vor realiza de fapt o autoevaluare contient i controlat. Dac aceasta
antreneaz participarea profesorului i a elevului (trebuie s devin
parteneri), totui, pentru a fi complet i pot aduce contribuia, mai mult sau
mai puin riguros, demersurile apreciative ale altor categorii de persoane
asupra elevului (heteroevaluarea). De aceea profesorul va fi interesat s
informeze i s coopteze poteniali parteneri ce pot influena aprecierea de
sine, prin raportarea tnrului, prin atitudinea i judecile de valoare
generate.
Lecia de istorie ofer multiple ocazii educatului pentru o apreciere per
sonal a randamentului propriu, implicit pentru formarea unei atitudini fa

vorabile nvrii. Totodat, prin activitile n care sunt implicai, ei devin


auto-reflexivi, asumndu-i rspunderea pentru felul n care nva.
Dezvoltarea capacitilor de autoapreciere n atingerea performanelor
colare proprii se poate dezvolta cu succes prin diverse metode i tehnici,
conducnd spre obiectivizarea aprecierii rezultatelor i atragerea elevilor n
actul de nvare:

aplicarea repetat a diferitelor probe de evaluare, de preferin cu itemi


obiectivi, precum i aprecierea lor corect de ctre profesorul de istorie;

analiza spre exemplificare a unei lucrri, elevii familiarizndu-se cu


cerinele completrii, cu ceea ce se ateapt;

antrenarea elevilor n conceperea, probelor-model, mai ales n lecii de


recapitulare, ca un exerciiu util n consolidarea noiunilor i antrenarea
aptitudinilor. Problemele elaborate pot fi rezolvate n clas, competitiv;

realizarea individual a unor scheme recapitulative, comparndu-se,


solicitnd colegii s formuleze enunuri dezvoltate;

ntocmirea i completarea (sub ndrumarea profesorului) grilelor i


criteriilor de evaluare, favoriznd acceptarea notei

obinute. Aceste

criterii trebuie reactualizate, eventual pot rmne afiate n clas. ntr-un


mod asemntor se procedeaz cu descriptorii de performan,
nelegndu-se acele afirmaii explicite asupra condiiilor pe care trebuie
s le ndeplineasc, spre exemplu, o lucrare pentru a merita o anume not;

organizarea unor aciuni de autonotare contient i de internotare,


cunoscndu-se grila de notare; nota va fi negociat, justificndu-se, dar
n final, ea aparine profesorului;

autocorectarea rspunsurilor, n scris sau oral, cu ajutorul fielor de


control ce cuprind rspunsurile corecte; nota final trebuie s fie acordat
de profesor, de aceea se recomand s corecteze n prealabil lucrrile, fr
s intervin pe textul scris, ulterior, comparndu-se corectrile;

examinarea i notarea reciproc prin care elevii i verific reciproc


rspunsurile i le apreciaz n funcie de baremele de notare tiute;

nscrierea rezultatelor colare pe scrile notelor, permind compara rea


lor, pe o durat determinat de timp, semestru sau an colar;

completarea de chestionare privind nivelul lor de pregtire, atitudinea


fa de nvare, resursele necesare, opinii etc.;

portofoliul, cuprinznd produsele activitii elevilor nsoite de


refleciile personale (asupra lucrului), formulnd judeci de valoare.
Autoaprecierea i reflecia lor despre propria activitate, demonstreaz c:

au acumulat din materialul predat, printr-o nvare deplin;

au nvat s utilizeze adecvat procese de gndire i nvare;

port rspunderea pentru felul n care neleg ce anume e bine s tie


i cum o pot face;

sunt capabili s fac planuri de mbuntire a activitii lor.


Reuita instruirii este rezultatul interaciunii echilibrate a mai

multor factori, printre care un loc aparte l ocup evaluarea personal a


activitii proprii; dac aprecierea de sine este corect ea va reduce riscul de
eroare n evaluarea randamentului colar. O apreciere de sine contient este
stimulativ, va schia perspectiva spre care tinde tnrul, capabil acum s
perceap clar realizrile sale i nevoile de dezvoltare
BIBLIOGRAFIE:
1. Barna, A., n puterea noastr autoeducaia. Tineree, autoeducaie,
responsabilitate, Bucureti, 1989
2. Lisievici, P., Evaluarea n nvmnt. Teorie, practic, instrumente,
Bucureti, 2002
3. Predarea istoriei secolului XX, MEC, Selecia, traducerea i adaptarea textelor de
Mihai Manea, Buzu, 2001

4. Voiculescu, E., Factorii subiectivi ai evalurii colare. Cunoatere i control,


Bucureti, 2001

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