StatusThe thesis was presented on the 25 March, 2005
Approved by NCAA on the 21 April, 2005
Abstract– 0.24 Mb / in romanian
1.41 Mb /
The investigation is dedicated to one of the most actual and complex issue of modern psychopedagogy – evaluation in university teaching: establishment of theoretical, methodological, processing bases; and elaboration of the model of evaluation of university pedagogical framework. The value of the present research consists in creation of an original concept of evaluation of university pedagogical framework based on a current systemic vision over evaluation, conceived as a general way of measurement, administration and interpretation of the evaluation act. The research analyses the philosophic approach to evaluation in teaching (structural, cybernetic, systemic); the pedagogical and psychological concepts regarding evaluation models (docimological, metrical, teleological); the psychological theories of rational action, cognitive dissonance, aptitudes, social representations, which did not allow, on the basis of deducted principles (globalizing, structuring, contextuality, value, synergetic), the development and the elaboration of the multidimensional model of university pedagogical framework evaluation, reflected in the structural dimension (goal, object, source, means, beneficiaries), contextual dimension (psychopedagogical climate, characteristics, interactions) and value dimension (product, procedure, process).
An important result of the investigation refers to substantiation of methodological bases of evaluation instruments development; to determination of the algorithm of development of evaluation instruments (functions, concept’s operation, elaboration and evaluation of indicators, determination of metric priorities); to definition of evaluation factors and criteria; to development/adjustment and validation of evaluation instruments depending on evaluation purpose (formative, administrative), evaluation source (students, experts, pedagogical framework), evaluation object (competence, climate, subjective dimensions).
For the first time, in the teaching environment of the Republic of Moldova, the empirical
standard of the pedagogical framework quality has been identified. The contextual variables with
distortional evaluation effects have been established. The subjective dimensions (representations,
attitudes) and their interaction with the evaluation act have been determined. Besides, the research
established, individually and institutionally, the strategies (administrative, supervision) of
implementing the model of evaluation of the university pedagogical framework.
Under consideration  :