StatusThe thesis was presented on the 7 September, 2016
Approved by NCAA on the 15 November, 2016
Abstract– 0.75 Mb / in romanian
3.96 Mb /
The research purpose is the Creating the epistemological, theoretical and methodological references of the formation Pedagogical Evaluation Culture.
The objectives of the research aim: to determine the theoretical indicators of the educational evaluation in the development of the paradigm of assessement; to hilight the factors that generate the errors, the phenomena of the subjective evaluation and the psyco-pedagogical implications of the errors in evaluating the scholar performances; the conceptual positioning regarding the objective evaluation within the Theoretical Module of the Pedagogical Evaluation Culture (TMPEC) created based on the priniciples of the objective evaluation, of the PEC indicators reflected in values specific for the PEC; the pedagogical diagnostication of the teachers’ objectiveness during the evaluations; the elaboration and the experimental validation of the Strategic Intercession of the Formation of the Pedagogical Evaluation Culture for preventing the subjective evaluation (SIFPEC) towards ensuring the professional efficiency of the teaching staff.
The scientific novelty and authenticity of the research are focused on the conceptual positioning towards the objective evaluation within the Theoretical Model of the Pedagogical Evaluation Culture (TMPEC); the elaboration of the principles of the objective evaluation, of the PEC indicators reflected in specific PEC values; arguing the importance of the PEC values identified in the research, which ensures the development of the teaching staff’s evaluating competence.
The scientific problem solved in the research is: establishing the theoretical indicators of the educational evaluation in the development of the paradigm of assessement; the conceptual positioning regarding the objective evaluation within the TMPEC; elaborating of the principles of the objective evaluation, of the PEC indicators and specific PEC values; preventing/exculding the errors from the pedagogical evaluation through SIFPEC for preventing the subjective evaluation towards ensuring the professional efficiency of the teaching staff.
The theoretical signification of the research is validated by: determining the theoretical bases of the educational evaluation in the development of the paradigm of assessment by approaching the inbuilt teaching-learning-evaluating scholar processes; highlighting the generating factors of the errors during evaluation, of the subjective evaluation phenomena and of the impact of the errors in evaluation towards the professional efficiency of the teaching staff; creating new scientific knowledge in the field of Pedagogical Evaluation Theory.
The appliable value of the research results consists of: establishing the level of objectiveness of the school teachers for preventing the errors during the evaluation; using the PEC criteria and indicators in the professional evaluation/self-assessment of the teaching staff; the experimental creation, implementation and validation of the SIFPEC for preventing the subjective evaluation, which ensures the optimal realization of the evaluation functions; describing the teachers’ representations regarding PEC and formulating the methodological suggestions regarding the exclusion of the errors during evaluations by applying the PEC values in the professional behaviour of the modern teachers; interpreting the experimental results obtained after applying the SIFPEC.
The implementation of the scientific results was realized by presenting the theoretical and praxiological results of the research at national and international conferences and by practicing them in the educational institutions from Romania and the Republic of Moldova from 2009 through 2015.
Under consideration  :