Student Assessment in Sociopolitical Education Subjects and Its Value Basis in Relation to Society
Volume 7, Issue 4, July 2018, Pages: 100-107
Received: Aug. 30, 2018;
Accepted: Sep. 21, 2018;
Published: Oct. 22, 2018
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Georgios Bikos, School of Humanities, Hellenic Open University, Patras, Greece; Pedagogical Department of Primary Education, National and Kapodistrian University of Athens, Athens, Greece; Department of Education, School of Pedagogical and Technological Education, Athens, Greece
In the main part of this text an analysis of the objectives expected as part of the assessment of a student’s “performance” in sociopolitical education subjects is provided. Αt the same time, a detailed explanation is given of how relevant the concept of a student’s “performance” is, as regards many of his/her qualities assessed through the assessment process in question. Initially, an attempt is made to explain how and why each assessment, either of students or the learning process, is linked with values deriving from the dominant culture at the time and aligned linearly with the dominant-ruling perceptions in the field of education and society. The analysis is based on a bibliographic approach with the most significant of its secondary objectives being to promote the link that the teaching method should have with the assessment of a student’s performance. Thus, by elaborating on the subject in such a way, useful recommendations are indirectly made to the teacher of sociopolitical education subjects concerning even the key objectives that his teaching approach, methods and content should exhibit, as far as the students are concerned, both in primary and secondary education.
Student Assessment in Sociopolitical Education Subjects and Its Value Basis in Relation to Society, Education Journal.
Vol. 7, No. 4,
2018, pp. 100-107.
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