Unit:
Department of Geology and GeoenvirommentLibrary of the School of Science
Author:
Louvaris Konstantinos
Dissertation committee:
Ασημίνα Αντωναράκου, Καθηγήτρια, Γεωλογίας και Γεωπεριβάλλοντος ΕΚΠΑ
Ανδρέας Μαγκανάς, Καθηγητής, Γεωλογίας και Γεωπεριβάλλοντος,
ΕΚΠΑ
Μαριάννα Κατή, Επίκουρη Καθηγήτρια,Γεωλογίας και Γεωπεριβάλλοντος, ΕΚΠΑ
Κωνσταντίνος Κυριακόπουλος, Καθηγητής, Γεωλογίας και Γεωπεριβάλλοντος, ΕΚΠΑ
Χαρίκλεια Ντρίνια, Καθηγήτρια, Γεωλογίας και Γεωπεριβάλλοντος,
ΕΚΠΑ
Στυλιανός Λόζιος, Αναπληρωτής Καθηγητής, Γεωλογίας και Γεωπεριβάλλοντος, ΕΚΠΑ
Ζαχαρούλα Σμυρναίου, Επίκουρη Καθηγήτρια, Φιλοσοφίας, Παιδαγωγικής, Ψυχολογίας, Φιλοσοφική Σχολή, ΕΚΠΑ
Original Title:
Τεχνικές Περιγραφικής Αξιολόγησης με Κλίμακες Διαβαθμισμένων Κριτηρίων στην Εκπαίδευση: Μελέτη της Περίπτωσης του Μαθήματος Γεωλογία – Γεωγραφία
Translated title:
Descriptive Evaluation Techniques in Education: Case study of Geology - Geography
Summary:
At a time when the Greek Educational System is undergoing change,
evaluating how students perform is a core topic. From both legislative and
executional perspective, attempts are being made to include the Descriptive
Evaluation framework to the primary and secondary education sectors.
As teachers who remain informed about global developments in education,
we have witnessed a transition from the traditional evaluation frameworks to
new models of authentic evaluation, as it is commonly called. Descriptive
Evaluation belongs in this broad framework, however we expect that Greek
Schools may find it difficult to adapt to it, especially if it is implemented
suddenly and without preparation. There is a clear need for a transition period
to allow the entire educational community (teachers, students and parents) to
effectively adapt into the new approach.
The present doctoral thesis is an attempt to form an integrated proposal for
this transitionary period, at least as far as the academic subject of Geology-
Geography is concerned, but without implying that our approach cannot be
applied in other academic subjects. Our proposal includes techniques and
evaluation tools that offer both Descriptive (qualitative) and Grading
(quantitative) evaluation outputs, depending on how teachers choose to apply
them.
Our research approach includes a literature review of both general and
targeted Descriptive evaluations as well as 2 additional research phases.
During the first phase we researched and documented attitudes and
perceptions of teaching staff who teach the academic subject of Geology-
Geography in relation to student evaluations. We also produced indicative
evaluation materials, evaluated these materials and in the second phase we
tested them in the classroom.
Our main goal was to determine the extent to which Descriptive Evaluations
can be used, or are currently being used, even in a supplementary manner for
evaluating student performance in the lower secondary education sector and within the academic subject of Geology-Geography, and to outline the
reinforcing or impeding factors towards this direction.
As our fundamental technique, we selected and studied the use of Rubrics
with criteria aligned to the learning goals of the academic subject. We
developed prototype evaluation sheets and applied these following a specific
methodology.
The evaluation materials and the methodology we developed were pilot tested
and studied through research. At the school where the materials and
methodology were implemented, we compiled Descriptive Evaluation sheets
which were distributed to parents along with the overall grades for the first
quarter of the academic year. Through research conducted via
questionnaires, we compiled both parents’ and students’ feedback on the
extent to which Descriptive Evaluations add value in education. Furthermore,
we maintained an event and intervention calendar tracker for teachers, which
was subsequently analyzed according to the principles of Grounded Theory.
The results of our research demonstrate that a transitionary period can be
achieved, combining Descriptive Evaluations with Grading, as long as some
conditions are met. One fundamental condition is creating adequate
understanding and awareness for teachers, as well as a reduction in the
administrative/bureaucratic burden that accompanies evaluation methods
(either Descriptive or Grading). In this direction, the methodological proposal
was enriched through the development of a digital application for student
evaluations, which can automatically produce Grading and Descriptive
evaluation sheets. The digital application is at its final stage of development
and contains all the elements of our proposed methodology while at the same
time minimizing the administrative burden normally involved in the evaluation process.
Main subject category:
Science
Keywords:
Descriptive Assessment and Evaluation, Teachers Attitudes and Perceptions in Student’s Evaluation, Rubrics, Application of Descriptive Assessment
Number of references:
116
