Технології оцінювання географічної компетентності учнів основної та старшої школи (результати анкетування вчителів)
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Дата
2013
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У статті висвітлено кількісно-якісні результати констатувального експерименту з проблеми технологій оцінювання географічної компетентності учнів основної та старшої школи, зокрема результати анкетування вчителів. У ході дослідження виявлено складові географічної компетентності учнів та технології їх оцінювання; з’ясовано в якому класі й коли саме протягом навчального року доцільно розпочинати оцінювання географічної компетентності учнів; з’ясовано із скількох завдань має складатися тест для оцінювання географічної компетентності учнів і його кількісно-якісний склад.
The article provides quantitative and qualitative results of the ascertaining experiment on the problem of assessment technology of basic and high school pupils’ geographical competence, in particular, the results of the teachers’ poll. Questionnaire for teachers contained six questions. Their content was aimed at identifying the components of pupils’ geographical competence; principal and technologies for their assessment; determination of the class and period when the evaluating geographical competence of pupils should start; identifying the amount of tasks which should include the evaluation of pupils’ geographic competence test and its quantitative and qualitative composition. The study has found that the main components of pupils’ geographical competence is their ability to use geographical maps, the ability to orientate, the ability to apply various knowledge and skills in everyday life and for preparation for future careers. The technologies that assist to assess the pupils’ geographic competence are tests and portfolio. The evaluation of pupils’ geographic competence should start from the middle of the 6th class or at the end of the school year. The test that will assess the pupils’ geographic competence should consist of 12 or 12–24 tasks. The tasks should assess the following components of pupils’ geographical competence: the ability to use geographical maps, the ability to work with numerical information, the ability to orientate, the ability to apply knowledge and skills in the subject-object activities including environmental issues, the ability to solve complex problems, knowledge of presence of the spatial-temporal unity and interrelation of natural and anthropogenic processes that occur in nature, the ability to apply various knowledge and skills in everyday life and for preparation for future careers, the ability to determine the lap time and other geographical units. The percentage of these tasks in the test can vary from 5% (ability to determine lap times and other geographical units) to 14% (the ability to use geographical maps, the knowledge of presence of the spatial-temporal unity and interrelation of natural and anthropogenic processes occurring in nature; the ability to apply various knowledge and skills in everyday life and in preparation for future careers).
The article provides quantitative and qualitative results of the ascertaining experiment on the problem of assessment technology of basic and high school pupils’ geographical competence, in particular, the results of the teachers’ poll. Questionnaire for teachers contained six questions. Their content was aimed at identifying the components of pupils’ geographical competence; principal and technologies for their assessment; determination of the class and period when the evaluating geographical competence of pupils should start; identifying the amount of tasks which should include the evaluation of pupils’ geographic competence test and its quantitative and qualitative composition. The study has found that the main components of pupils’ geographical competence is their ability to use geographical maps, the ability to orientate, the ability to apply various knowledge and skills in everyday life and for preparation for future careers. The technologies that assist to assess the pupils’ geographic competence are tests and portfolio. The evaluation of pupils’ geographic competence should start from the middle of the 6th class or at the end of the school year. The test that will assess the pupils’ geographic competence should consist of 12 or 12–24 tasks. The tasks should assess the following components of pupils’ geographical competence: the ability to use geographical maps, the ability to work with numerical information, the ability to orientate, the ability to apply knowledge and skills in the subject-object activities including environmental issues, the ability to solve complex problems, knowledge of presence of the spatial-temporal unity and interrelation of natural and anthropogenic processes that occur in nature, the ability to apply various knowledge and skills in everyday life and for preparation for future careers, the ability to determine the lap time and other geographical units. The percentage of these tasks in the test can vary from 5% (ability to determine lap times and other geographical units) to 14% (the ability to use geographical maps, the knowledge of presence of the spatial-temporal unity and interrelation of natural and anthropogenic processes occurring in nature; the ability to apply various knowledge and skills in everyday life and in preparation for future careers).
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Ключові слова
географічна компетентність учнів, складові географічної компетентності учнів, технології оцінювання, тестові технології, тест, портфоліо, pupils’ geographical competence, components of pupils’ geographic competence, technology of assessment, test technologies, test portfolio
Бібліографічний опис
Науменко, С. О. Технології оцінювання географічної компетентності учнів основної та старшої школи (результати анкетування вчителів) [Текст] / С. О. Науменко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; [редкол.: А. А. Сбруєва, Дж. Бішоп, О. В. Єременко та ін.]. – Суми : СумДПУ імені А. С. Макаренка, 2013. – №5 (31). – С. 153–162.