Assessment is a systematic process through which we can find what pupils know and what they can do individually and as a group concerning their optimal development and the curriculum objectives. In the present study, skills, and knowledge of the writing evaluated with informal tests based on the curriculum to pupils with high school performance, aged 9-12. The aim was to explore the performance of pupils when they tested individually and when they tested as a group. For this purpose, 22 pupils tested as individuals and as a group tested 34 pupils. Such investigation should give us the opportunity for useful conclusions for appropriate assessment methods and means of collecting information at language skills related to the processing and production of written language in the last grades of primary school. Findings indicate that the assessment process, individually vs. group, seems to have influenced pupils’ performance significantly. The pupils who tested as a group had lower performance in all tests. These findings are consistent with the position that the individual tested focuses better on individual skills and enables the examiner to gain a more valid image for the behavior of the pupils.
| Published in | Education Journal (Volume 8, Issue 5) |
| DOI | 10.11648/j.edu.20190805.18 |
| Page(s) | 232-238 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
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Copyright © The Author(s), 2024. Published by Science Publishing Group |
Individual Assessment, Group Assessment, Writing, High School Performance
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APA Style
Styliani Xanthi. (2019). The Individual vs Group Assessment of the Writing: A Study in Pupils with High School Performance D-F Primary. Education Journal, 8(5), 232-238. https://doi.org/10.11648/j.edu.20190805.18
ACS Style
Styliani Xanthi. The Individual vs Group Assessment of the Writing: A Study in Pupils with High School Performance D-F Primary. Educ. J. 2019, 8(5), 232-238. doi: 10.11648/j.edu.20190805.18
AMA Style
Styliani Xanthi. The Individual vs Group Assessment of the Writing: A Study in Pupils with High School Performance D-F Primary. Educ J. 2019;8(5):232-238. doi: 10.11648/j.edu.20190805.18
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Download@article{10.11648/j.edu.20190805.18,
author = {Styliani Xanthi},
title = {The Individual vs Group Assessment of the Writing: A Study in Pupils with High School Performance D-F Primary},
journal = {Education Journal},
volume = {8},
number = {5},
pages = {232-238},
doi = {10.11648/j.edu.20190805.18},
url = {https://doi.org/10.11648/j.edu.20190805.18},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20190805.18},
abstract = {Assessment is a systematic process through which we can find what pupils know and what they can do individually and as a group concerning their optimal development and the curriculum objectives. In the present study, skills, and knowledge of the writing evaluated with informal tests based on the curriculum to pupils with high school performance, aged 9-12. The aim was to explore the performance of pupils when they tested individually and when they tested as a group. For this purpose, 22 pupils tested as individuals and as a group tested 34 pupils. Such investigation should give us the opportunity for useful conclusions for appropriate assessment methods and means of collecting information at language skills related to the processing and production of written language in the last grades of primary school. Findings indicate that the assessment process, individually vs. group, seems to have influenced pupils’ performance significantly. The pupils who tested as a group had lower performance in all tests. These findings are consistent with the position that the individual tested focuses better on individual skills and enables the examiner to gain a more valid image for the behavior of the pupils.},
year = {2019}
}
TY - JOUR T1 - The Individual vs Group Assessment of the Writing: A Study in Pupils with High School Performance D-F Primary AU - Styliani Xanthi Y1 - 2019/09/05 PY - 2019 N1 - https://doi.org/10.11648/j.edu.20190805.18 DO - 10.11648/j.edu.20190805.18 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 232 EP - 238 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20190805.18 AB - Assessment is a systematic process through which we can find what pupils know and what they can do individually and as a group concerning their optimal development and the curriculum objectives. In the present study, skills, and knowledge of the writing evaluated with informal tests based on the curriculum to pupils with high school performance, aged 9-12. The aim was to explore the performance of pupils when they tested individually and when they tested as a group. For this purpose, 22 pupils tested as individuals and as a group tested 34 pupils. Such investigation should give us the opportunity for useful conclusions for appropriate assessment methods and means of collecting information at language skills related to the processing and production of written language in the last grades of primary school. Findings indicate that the assessment process, individually vs. group, seems to have influenced pupils’ performance significantly. The pupils who tested as a group had lower performance in all tests. These findings are consistent with the position that the individual tested focuses better on individual skills and enables the examiner to gain a more valid image for the behavior of the pupils. VL - 8 IS - 5 ER -
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