Homework in function of formative assessment of students’ achievements in teaching the Macedonian language in the Republic of Macedonia

Violeta Janusheva, Milena Pejčinovska, Jove Talevski Dimitrija, Marija Merkovska

Abstract


The purpose of this paper is: to investigate whether the Macedonian language curriculum and textbooks sufficiently emphasize the importance of homework; to reveal whether homework causes interest among students and contributes to the development of creativity and research; to find out whether the type of homework in the textbooks allows students to develop higher cognitive processes and teachers to direct the learning and give constructive feedback to improve the quality of the teaching process and students’ achievement. The research has a qualitative paradigm (content analysis) and descriptive design. Analysis and synthesis are methods for data processing and gaining scientific conclusions. The analysis shows the need of revision of the Curriculum and Textbooks because they do not emphasize the significance of homework sufficiently. All of the assignments are alike, written and individual, continue the work from the lesson in class, present application of the gained knowledge and reflect the understanding and application levels of Bloom's Taxonomy. Aside from not being creative and interesting for the students, the assignments do not encourage the development of creativity, imagination and research potential. They contribute neither to the development of higher cognitive processes of students nor provide grounds for targeting learning and constructive feedback.

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