Evaluating reading and writing through criteria testing
Procena edukativnih potencijala u oblasti čitanja i pisanja zasnovana na obrazovnom programu
Апстракт
Reliable and valid assessment of the level of adopted skills, as well as forecasting and monitoring student's progress, are preconditions of adequate readjustment of educational program to student's individual characteristics, as well as creation of adequate additional support. In this paper, according to the research review, we have considered options of using Curriculum-based measurement with the intention to introspect its advantages and disadvantages, as well as to point out the circumstances - the context in which its application would be most effective. Considering the results of the implementation of CBM in measuring individual skills reading and writing is based on, we came to the conclusion that it is necessary to combine CBM with additional methods of assessment, in order to get complete results on the basis of which the required educational intervention would be conceived.
Pouzdana i validna procena nivoa usvojenih veština, kao i predviđanje i praćenje učenikovog napretka, predstavljaju preduslove adekvatnog prilagođavanja obrazovnog programa individualnim karakteristikama učenika, kao i kreiranja adekvatne dodatne podrške. U ovom radu smo na osnovu pregleda relevantnih istraživanja razmatrali mogućnosti primene procene čitanja i pisanja koja se bazira na obrazovnom programu (Curriculum-Based Measuremant, CBM) sa namerom da kritički sagledamo njene prednosti i ograničenja, kao i da ukažemo na okolnosti -kontekst u kom bi njena primena bila najefikasnija. Razmatrajući rezultate primene CBM-a u proceni pojedinih veština na kojim se zasniva čitanje i pisanje, dolazimo do zaključka da je CBM neophodno kombinovati sa dodatnim metodama procene, da bi se dobili potpuniji rezultati na osnovu kojih bi se koncipirala potrebna edukativna intervencija.
Кључне речи:
psychoeducational assessment / Curriculum-Based Measurement / psihoedukativna procena / Curriculum-Based MeasurementИзвор:
Beogradska defektološka škola, 2011, 3, 633-648Издавач:
- Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
- Društvo defektologa Srbije
Институција/група
rFASPERTY - JOUR AU - Dučić, Bojan AU - Kaljača, Svetlana PY - 2011 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/482 AB - Reliable and valid assessment of the level of adopted skills, as well as forecasting and monitoring student's progress, are preconditions of adequate readjustment of educational program to student's individual characteristics, as well as creation of adequate additional support. In this paper, according to the research review, we have considered options of using Curriculum-based measurement with the intention to introspect its advantages and disadvantages, as well as to point out the circumstances - the context in which its application would be most effective. Considering the results of the implementation of CBM in measuring individual skills reading and writing is based on, we came to the conclusion that it is necessary to combine CBM with additional methods of assessment, in order to get complete results on the basis of which the required educational intervention would be conceived. AB - Pouzdana i validna procena nivoa usvojenih veština, kao i predviđanje i praćenje učenikovog napretka, predstavljaju preduslove adekvatnog prilagođavanja obrazovnog programa individualnim karakteristikama učenika, kao i kreiranja adekvatne dodatne podrške. U ovom radu smo na osnovu pregleda relevantnih istraživanja razmatrali mogućnosti primene procene čitanja i pisanja koja se bazira na obrazovnom programu (Curriculum-Based Measuremant, CBM) sa namerom da kritički sagledamo njene prednosti i ograničenja, kao i da ukažemo na okolnosti -kontekst u kom bi njena primena bila najefikasnija. Razmatrajući rezultate primene CBM-a u proceni pojedinih veština na kojim se zasniva čitanje i pisanje, dolazimo do zaključka da je CBM neophodno kombinovati sa dodatnim metodama procene, da bi se dobili potpuniji rezultati na osnovu kojih bi se koncipirala potrebna edukativna intervencija. PB - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd PB - Društvo defektologa Srbije T2 - Beogradska defektološka škola T1 - Evaluating reading and writing through criteria testing T1 - Procena edukativnih potencijala u oblasti čitanja i pisanja zasnovana na obrazovnom programu EP - 648 IS - 3 SP - 633 UR - https://hdl.handle.net/21.15107/rcub_rfasper_482 ER -
@article{ author = "Dučić, Bojan and Kaljača, Svetlana", year = "2011", abstract = "Reliable and valid assessment of the level of adopted skills, as well as forecasting and monitoring student's progress, are preconditions of adequate readjustment of educational program to student's individual characteristics, as well as creation of adequate additional support. In this paper, according to the research review, we have considered options of using Curriculum-based measurement with the intention to introspect its advantages and disadvantages, as well as to point out the circumstances - the context in which its application would be most effective. Considering the results of the implementation of CBM in measuring individual skills reading and writing is based on, we came to the conclusion that it is necessary to combine CBM with additional methods of assessment, in order to get complete results on the basis of which the required educational intervention would be conceived., Pouzdana i validna procena nivoa usvojenih veština, kao i predviđanje i praćenje učenikovog napretka, predstavljaju preduslove adekvatnog prilagođavanja obrazovnog programa individualnim karakteristikama učenika, kao i kreiranja adekvatne dodatne podrške. U ovom radu smo na osnovu pregleda relevantnih istraživanja razmatrali mogućnosti primene procene čitanja i pisanja koja se bazira na obrazovnom programu (Curriculum-Based Measuremant, CBM) sa namerom da kritički sagledamo njene prednosti i ograničenja, kao i da ukažemo na okolnosti -kontekst u kom bi njena primena bila najefikasnija. Razmatrajući rezultate primene CBM-a u proceni pojedinih veština na kojim se zasniva čitanje i pisanje, dolazimo do zaključka da je CBM neophodno kombinovati sa dodatnim metodama procene, da bi se dobili potpuniji rezultati na osnovu kojih bi se koncipirala potrebna edukativna intervencija.", publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd, Društvo defektologa Srbije", journal = "Beogradska defektološka škola", title = "Evaluating reading and writing through criteria testing, Procena edukativnih potencijala u oblasti čitanja i pisanja zasnovana na obrazovnom programu", pages = "648-633", number = "3", url = "https://hdl.handle.net/21.15107/rcub_rfasper_482" }
Dučić, B.,& Kaljača, S.. (2011). Evaluating reading and writing through criteria testing. in Beogradska defektološka škola Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd.(3), 633-648. https://hdl.handle.net/21.15107/rcub_rfasper_482
Dučić B, Kaljača S. Evaluating reading and writing through criteria testing. in Beogradska defektološka škola. 2011;(3):633-648. https://hdl.handle.net/21.15107/rcub_rfasper_482 .
Dučić, Bojan, Kaljača, Svetlana, "Evaluating reading and writing through criteria testing" in Beogradska defektološka škola, no. 3 (2011):633-648, https://hdl.handle.net/21.15107/rcub_rfasper_482 .