2024 IJRSE – Volume 13 Issue 1
Available Online: 19 April 2024
Author/s:
Popovska Dimova, Hristina*
Faculty of information and communication technologies, St Kliment Ohridski University – Bitola, Republic of Macedonia (dimova.hristina@uklo.edu.mk)
Popovski, Filip
Faculty of technical sciences, St Kliment Ohridski University – Bitola, Republic of Macedonia (filip.popovski@uklo.edu.mk)
Popovska Nalevska, Gorica
Internacional Slavic University, Gavrilo Romanovic Derzavin, Republic of Macedonia (popovska.g@gmail.com)
Abstract:
Educational standards in the broadest sense include the goals of education, their content, the conditions for the implementation of the programs and the system of evaluating the achievements of students. In such a case, evaluation can have a formative function. The evaluation should refer to all aspects of the development of the student’s personality. In this case, the evaluation may have a formatting function. This means a frequent and interactive evaluation of student’s achievements, understanding learning needs and adapting teaching methods, according to the student’s needs and abilities. The most realistic assessment is when the student and teacher participate in the opinion of the assessment, publicly and transparently. From here is starting the need to realistically evaluate and see the level of achievement by the student himself. The evaluation process should not be reduced to valuing the quantity of knowledge or ignorance, but should take into account the student’s prior to follow-up, measurement and interest, his relationship to tasks. This builds the moral character of the student. It is precisely because of this fact that students should be introduced and trained in time and properly for their own assessment and evaluation, as well as for mutual evaluation. The involvement of students in the evaluation and self-evaluation process develops student democracy in the school, improves the general climate of the teacher-student relationship and the most important thing is to develop the positive values of the student and teacher’s personality.
Keywords: formative assessment, student, techniques, school, learning
DOI: https://doi.org/10.5861/ijrse.2024.24011
Cite this article:
Popovska Dimova, H., Popovski, F., & Popovska Nalevska, G. (2024). Using formative assessment to foster confidence and motivation to learn. International Journal of Research Studies in Education, 13(1), 113-121. https://doi.org/10.5861/ijrse.2024.24011
* Corresponding Author