ARTICLE

Objectivity of Teachers' Assessment

Malá Eva, Gadušová Zdenka, Müglová Daniela

© 2020 Malá Eva, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)

Citation Information: SAR Journal. Volume 3, Issue 2, Pages 79-83, ISSN 2619-9955, https://doi.org/10.18421/SAR32-05, June 2020.

Received: 02 March 2020.
Revised:   08 June 2020.
Accepted: 16 June 2020.
Published: 30 June 2020.

Abstract:

School education and teachers are the constant focus of experts as well as the wider community who have tried, at least for the last 50-80 years, to introduce several reforms which would change and improve their system of education, including the Slovak one. The key factor in the system of education is, particularly, the teacher who should possess such qualities, abilities, skills and competences which enable the progress. But the problem is that the tools and criteria for teachers' assessment are not fully identified, and they are more focused on their teaching activities than on the educational outcomes of the activities – the process of learning. The paper presents partial findings of the research team based on the project APVV-14-0446 Evaluation of Teachers' Competences related to the teachers and head teachers perception of assessment viewed from four different perspectives: direct institutional assessment (internal and external), indirect institutional assessment (internal and external), optional assessment, and selfevaluation assessment.


Keywords – Competence, Assessment, Teacher, Head teacher, Inspector, Tools, Criteria.

                   

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