Hlavná stránka Žiacka knižka GALILEO Info Noviny GALILEI Prihlásiť sa
HOME PAGE
SUMMER SCHOOL '17
WE OFFER
BI-LINGUAL
CREATIVE
FORMS OF TEACHING
EVALUATION
TEACHING PLAN
PHOTO GALLERY
EVENT CALENDAR

The evaluation will not be derived from test results, but is based on observation of the pupil by the teacher. The teacher is keeping track of each student. Part of this is to observe the pupil at work, his/her results and observed effort.

Comparison with himself/herself

We don’t consider comparison as a method of competitive selection. Children are compared individually. We use mostly the evaluation based on individual knowledge in which we compare processes, work results and behavior of the pupil. So the child is compared with himself/herself, rather than with other classmates. Here we can see the individual evaluation according to his/her abilities. It is not leading to a comparison of the best pupils, or to place them into streamed groups. Mostly the improvement is being evaluated according to the ability of the pupil.

Evaluation – how is it determined?

The strategy used for evaluating pupil’s improvement is continuous evaluation: we understand this as a never-ending process whose goal is the maximum development of every child. The essence of the continuous evaluation is in the feedback, which is motivating and good for further activity of the pupil. Continuous evaluation is focused not only on the pupil’s work, but also on the process through which pupils go through as they are working. We are not interested only in what level pupils reach, but also how they reached it.

Corrective help

The result of continuous evaluation is a right-on-time diagnosis of the gaps and missing pieces, and further feedback. The feedback is based on creating so called corrective help. It is implemented in the form of individual meetings between pupil and teacher, whose goal is to clarify. It can be in the form of group corrections, or by study of recommended materials. Observation of pupils, knowing them and further analysis allows us to create the plan which would suit the pupil. This would require the division of the task into fragments. This means the creation of a plan with achievable goals, which in the end leads to the goal of the required standard.

Self-evaluation

This leads to the ability to judge the quality of own work, and on this basis to plan self-improvement. It leads to independence of the child; it gives him/her the chance to realize his/her own qualities, strengths and weaknesses; it gives the space for the creation of a realistic picture of himself/herself. The child has the possibility to think over what he has learnt. They can evaluate themselves orally and in written form.

Reports

This is the final form of evaluation. For children an oral report is given. This can express what the child knows, the improvement, and what he needs to work on. This evaluation is very concrete, and shows the child where he should improve. It is important to evaluate positively the effort and advancement of the child. As Geoffrey Petty writes, “…there is never enough praise”.

Considering the current system of selecting pupils for study in secondary schools (mostly grammar schools) where the results from elementary schools are being considered at the application tests, we are forced to create a form of report with classical marks (at parents request), especially if it should be a qualification for acceptance without application tests to secondary schools. This report is especially for secondary schools and for parents.