Wkład klasowych technik oceny w rozwój umiejętności rozwiązywania problemów w nieformalnym szkolnictwie średnim w Tanzanii
DOI:
https://doi.org/10.16926/p.2022.31.04Słowa kluczowe:
rozwiązywanie problemów, ocena, nieformalne kształcenie średnieAbstrakt
Celem tego badania było zbadanie wkładu technik oceny w rozwój umiejętności rozwiązywania problemów wśród uczniów w nieformalnym szkolnictwie średnim w Tanzanii. W badaniu zastosowano podejście jakościowe z fenomenologią. W badaniu wzięło udział 32 uczniów i 8 nauczycieli, co stanowiło 40 osób. Wywiady, zogniskowana dyskusja grupowa i obserwacja były metodami użytymi do zebrania danych. Dobór celowy został zastosowany do wszystkich uczestników tego badania. Wyniki badania ujawniły, że techniki oceny stosowane przez nauczycieli miały niewielki wkład w rozwój umiejętności rozwiązywania problemów wśród uczniów. Wyniki badania ujawniły, że nauczyciele dążyli do umożliwienia swoim uczniom osiągnięcia wysokich ocen na egzaminach, a nie skupiali się na rozwijaniu umiejętności rozwiązywania problemów. Inne wyniki badania pokazały, że techniki oceny stosowane przez nauczycieli były w większości oparte na domenie poznawczej, a nie psychomotorycznej i afektywnej. Badanie zaleca, aby nauczyciele stosowali techniki oceniania w celu umożliwienia uczniom uzyskania dobrych ocen, jak również osiągnięcia umiejętności rozwiązywania problemów, które pozwolą im rozwiązywać wyzwania, z jakimi spotykają się w codziennym życiu.
Bibliografia
Amin Umar, D. M., Dauda, D. B., & Kolomi Mutah, L. (2016). Effectiveness of Demonstration and Lecture Methods in Learning Concept in Economics among Secondary School Students. Journal of Education and Practice, (7(12)), 51–59.
Bhagat, K. K., & Spector, J. M. (2017). Formative assessment in a complex problem-solving domains: The emerging role of assessment technologies. Educational Technology and Society, (20 (4)), 312–317.
Byabato, S., & Kisamo, K. (2014). Implementation of school based continuous assessment (CA) in Tanzania Ordinary secondary schools and its implications on the quality of education. Developing Country Studies, (4(6)).
Caceres, M., Nussbaum, M., Gonzalez., F., & Gardulski., V. (2019). Is more detailed feedback better for problem-solving? Interactive Learning Environments. https://doi.org/10.1080/ 10494820. 2019. 1619595.
Chevalier, M., Giang, C., El-Hamamsy, L., Bonnet, E., Papaspros, V., Pellet, J., … Mondada, F. (2020). The role of feedback and guidance as intervention methods to foster computational thinking in educational robotics learning activities for primary school. Computers & Education, 104431(180 (2022)). https://doi.org/doi.org/10.1016/ j.compedu.
Chu, C. (2014). Developing 21st century skills with plagiarism-free inquiry learning, collaborative teaching, social media, and gamification. In Learning and Teaching Expo.
Creswell, J. W. (2014a). Research Design : Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks: Sage Publications.
Creswell, J. W. (2014b). Research Design : Qualitative, quantitative, and mixed methods approaches (4th ed). Thousand Oaks: Sage Publications.
Dixson, D. D., Worrell, F. C., Dixson, D. D., & Worrell, F. C. (2017). Formative and summative assessment in the classroom. 5841(November). https://doi.org/10.1080/00405841.2016.1148989
Fyfe, E. R., De Caro, M., & Rittle-Johnson, B. (2015). When feedback is cognitively-demanding: The importance of working memory capacity. Instructional Science An International Journal of the Learning Sciences, 43(1), 73–91. https://doi.org/DOI: 10. 1007/ s 11251-014-9323-8.
Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational Research (8th ed). Cape Town: Pearson Education, Inc.
Glazer, N. (2014). Formative Plus Summative Assessment in Large Undergraduate Courses: Why Both? International Journal of Teaching and Learning in Higher Education, (26(2)), 276–286.
Goos, M. (2013). How the world of work is changing: A review of the evidence. ILO RESEARCH PAPER. Retrieved from www.econ.kuleuven.be/public/n06022/ILO-20131205
Hamalainen, R., Cinannato, S., Malin, A., & De Wever, B. (2014). VET workers problem-solving skills in technology – rich environments: European approach. International Journal for Research in Vocational Education and Training (IJRVET), 1(1), 57–80. https://doi.org/10.13152/IJRVET.1.1.4
Harlen, W., & Crick, R. D. (2002). A systematic review of the impact of summative assessment and tests on students’ motivation for learning (EPPI-Centre Review version 1.1). Research Evidence in Education Library, (1).
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research. 77(1), 81–112. https://doi.org/10.3102/003465430298487
Jamari, D., Mohamed, H., Abdullah, Z., Zaid, N. M., & Aris, B. (2017). Fostering higher order thinking and problem solving skills through social media. Man in India, Vol. 97, pp. 1–10.
Johannesen, M. (2013). The role of virtual learning environment in a primary school context: An analysis of inscription of assessment practices. British Journal of Educational Technology, Pedagogy and Education, (24 (5)), 1–16. https://doi.org/10. 1080/ 1475939X. 2014. 961925.
Kanukisya, B. (2012). Globalisation impacts on adult education: A comparative study of adult education policies and practices in Tanzania and Uganda (Doctoral thesis). University of Oslo, Norway.
Kanukisya, B. (2014). Who participates in non-formal secondary education and why: Findings from Tanzania and Uganda. Papers in Education and Development. Retrieved from http://www.journals.udsm.ac.tz
Kapur, R. (2020). Understanding the meaning and significance of pedagogy. John Wiley & Sons.
Kelley, K. W., Fowlin, J. M., Tawfik, A. A., & Anderson, M. C. (2019). The role of using formative assessments in problem-based learning: A health sciences education perspective. Interdisciplinary Journal of Problem-Based Learning, 13(2).
Kim, M., & Tan, H. T. (2013). A Collaborative Problem-solving Process Through Environmental Field Studies. International Journal of Science Education, 35(3), 357–387. https://doi.org/10.1080/09500693.2012.752116
Kimaro, A. (2019). The influence of self- efficacy and competency on continuous and comprehensive evaluation practices among primary school teachers. The University of Dodoma.
Kivunja, C. (2015). Exploring the Pedagogical Meaning and Implications of the 4Cs “Super Skills” for the 21st Century through Bruner’s 5E Lenses of Knowledge Construction to Improve Pedagogies of the New Learning Paradigm. Creative Education, 06(02), 224–239. https://doi.org/10.4236/ce.2015.62021
Mahanal, S., Zubaidah, S., Setiawan, D., Maghfiroh, H., & Muhaimin, F. G. (2022). Empowering college students’ problem solving skills through RICOSRE. Education Science. https://doi.org/. https:// doi.org/10.3390/edusci 12030196.
Maxwell, J. A. (2005). Qualitative research design: An interactive approach (2nd ed). Thousand Oaks: Sage.
Mishra, L. (2016). Focus group discussion in qualitative research. TechnoLearn, 6(1), 1–5.
Mushi, P. (2012). History and development of education in Tanzania. Dar-es-Salaam University Press.
OECD. (2008). Assessment for learning. Formative assessment. OECD/CERI International conference “Learning in the 21st century: Research, Innovation and policy”. Organisation for economic cooperation and development.
OECD. (2014). “How Problem-solving performance varies within countries”, in PISA 2012 Results: Skills in tackling real-life problems. https://doi.org/https: // doi.org/10. 1787/ 9789264
Olela, M., Allida, D., & Role, E. M. (2021). The influence of summative evaluation on classroom practices in Raieda sub- county, Kenya. East African Journal of Education and Social Sciences EAJESS July-September 2021, 3, 69–78. https://doi.org/doi.org/ 10. 46606/ ajess2021v02i03.0105
Parno, S. K., Wahyuni, D. R., & Ali, M. (2021). The effect of the STEM approach with the formative assessment in PBL on students’ problem solving skills on fluid static topic. International Conference on Mathematics and Science Education (ICMScE 2021). Journal of Physics, (012025), 2098. https://doi.org/10.1088/ 1742-6596/ 2098/ 1/ 012025.
Poehner, M. E. (2007). Beyond the test: L2 dynamic assessment and the transcendence of mediated learning: The Modern language. (91), 323–340.
Ray, R. (2007). Designing and Conducting Mixed Methods Research [Book Review]. Qualitative Research Journal, 7(2), 90–91. https://doi.org/10.3316/qrj0702090
Saeed, M., Tahir, H., & Latif, I. (2018). Teachers’ perceptions about the use of classroom assessment techniques in elementary and secondary school. Bulletin of Education and Research, 40(1), 115–130.
Sanga, P. L. (2016). Implications of teacher educators’ practices in assessment for student learning in Tanzania. Makerere Journal of Higher Education, (8(1)), 3–24.
Shirima, G. H. (2020). Managing the provision of non-formal secondary education in Tanzania: The emerging sustainability issues. Papers in Education and Development, (38 (1)).
Struyven, S., Dochy, K., & Janssens, S. (2013). Students’ perceptions about evaluation and assessment in higher education: A review. Assessment and evaluation in Higher Education. (30(4)), 325–341.
Sungur, G., & Bal, P. N. (2016). Analysis of 4th grade students’ problem solving skills in terms of several variables. Education Practice, (7), 1–9.
Tanzania Institute of Education. (2020). Journal of Adult Education. Journal of Adult Education, 38(1), 22–42.
Tanzania, N. E. C. of. (2018). Education sector performance report 2017/2018 Tanzania mainland. Dar es Salaam.
TIE. (2013). Curriculum for ordinary level secondary education in Tanzania. Dar Es Salaam: Tanzania Institute of Education.
Tosuncuoglu, I. (2018). Importance of assessment in ELT. Journal of Education and Training Studies, 6(9). https://doi.org/10.11114/jets.v6i9.3443
Ukobizaba, F., Nizeyimana, G., & Mukuba, A. (2021). Assessment strategies for enhancing students’ mathematical problem-solving skills: A review of literature. EURASIA Journal of Mathematics, Science and Technology, (8223). https://doi.org/doi.org/ 10. 29333/ ejmste/ 9728.
Wiesnerová, D. (2012). Benefits of self-assessment in english classes at elementary schools (Masaryk University Brno). Masaryk University Brno. Retrieved from https://is.muni.cz/th/h8x8n/Bachelor_Thesis_Wiesnerova.pdf
Williams, C. (2007). Research methods. Journal of Business and Economic Research-March, 2007, 5(3).
Yin, R. K. (2009). Case study research:Design and methods (3th ed.; C. Thousand Oaks, Ed.). Sage.
Yurtseven, R., Baysal, E. K., & Ocak, G. (2021). Analysis of the relationship between decision making skills and problem-solving skills of primary school students. International Online Journal of Education and Teaching (IOJET), (8 (3)), 2117–2130.
