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Teoria şi metodologia evaluării în învăţămîntul universitar


Author: Carolina Platon
Degree:doctor habilitat of pedagogics
Speciality: 13.00.01 - General Pedagogics
Year:2005
Scientific consultant: Vladimir Guţu
doctor habilitat, professor, Moldova State University
Institution:
Scientific council:

Status

The thesis was presented on the 25 March, 2005
Approved by NCAA on the 21 April, 2005

Abstract

Adobe PDF document0.24 Mb / in romanian

Thesis

CZU 378.124

Adobe PDF document 1.41 Mb / in romanian
275 pages


Keywords

evaluation, quality, model, axis, pedagogical framework, university teaching, measurement, administration, product, procedure, process, teleology, structuralism, cybernetics, systemism, docimology, phychometry, edumetry, aim, object, beneficiary, information source, instrument, validation, dimension, principle, criteria, item, contextual variables, interaction effects, formative evaluation, administrative/summary evaluation, retroaction, representation, knowledge, abilities, attitudes, competence, efficiency, strategy

Summary

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.