Attestation committee
Accreditation committee
Expert committee
Dispositions, instructions
Normative acts
MANPOWER TRAINING
Nomenclature
Institutions
Scientific councils
Seminars
Theses		 Scientific advisers
Scientists
Doctoral students
Postdoctoral students
CNAA logo

 română | русский | english


Methodological conditions of evaluating the communicative skills of the students by means of formative tests while teaching-learning French in primary school


Author: Carolina Rotaru
Degree:doctor of pedagogics
Speciality: 13.00.02 - Theory and Methodology of Instruction (on disciplines)
Year:2008
Scientific adviser: Nina Crivceanschi
doctor, associate professor (docent), Chisinau Pedagogical State University "Ion Creanga"
Scientific consultant: Vladimir Guţu
doctor habilitat, professor, Moldova State University
Institution:
Scientific council:

Status

The thesis was presented on the 13 March, 2008
Approved by NCAA on the 19 June, 2008

Abstract

Adobe PDF document – 0.32 Mb / in romanian

Thesis

CZU 37.016.046:811.133.1(043.3)

Adobe PDF document 1.40 Mb / in romanian
144 pages

Keywords

Evaluation, formative evaluation, formative test, communicative skills/abilities, measurement, grading, decision-taking, feedback achievement, methodology of evaluation, psycholinguistic factors, listening, reading, speaking, writing, methods and manner of evaluation, grading, interactive and retroactive formative evaluation.

Summary

The research is centered on a topical problem in modern education – the designing of a methodology of evaluating the communicative skills of the students by means of formative tests while teaching-learning French in primary school.

The topicality of the research is brought about by the wide scheme of innovations in the system of evaluation of school achievement of education in the Republic of Moldova.

The research is based on a set of fundamental approaches regarding the optimization of the testing process: the docimological, psycholinguistic, teleological and process approaches.

The research proves that the integration of the communicative ability testing in students who study French can be implemented by overlapping and segmenting the learning-testing activities in the didactic paradigm.

One of the important results of the research consists in designing the methodology of formative evaluation of the communicative abilities viewed from three dimensions: grading, retroactive and interactive formative evaluation by means of formative tests adequate to the above mentioned evaluating dimensions.

The results of the research offer methodological guidance with regard to creating optimal conditions of forming, developing, and evaluating communicative abilities of the students according to the nature and specific features of the communicative activity.