ՁԵՎԱՎՈՐՈՂ ՈՒՍՈՒՑՈՒՄ․ ՀԱՐԱՑՈՒՑԻ ԲԱՐԵՓՈԽՈՒՄ՝ ԳՆԱՀԱՏՄԱՆ ՄՈԴԵԼԻ ՀԻՄԱՆ ՎՐԱ

Authors

DOI:

https://doi.org/10.46991/ai.2023.2.143

Keywords:

ձևավորող ուսուցում, գնահատման մոդել, ամփոփիչ թեստավորում, տրանսֆորմացիոն կրթություն, տրանսֆորմացիոն մանկավարժություն, ձևավորող գնահատում

Abstract

1989 թվականին Բիլ Բոյլը համահիմնել է Մեծ Բրիտանիայի Մանչեսթերի համալսարանի Ձևավորող գնահատման ուսումնասիրությունների առաջին հետազոտական ​​կենտրոնը (CFAS): Հետազոտական ​​կենտրոնի նպատակն է ուսումնասիրել և հաստատել ուսանողակենտրոն մոդելներն ու մեթոդաբանությունները, որոնք ավելի արդյունավետ կդարձնեն ուսուցման գործընթացը ուսանողների համար: Գրականության այս վերլուծությանը նպաստել են ձևավոևող ուսուցման մանկավարժական մոդելների և համապատասխան ուսումնական ծրագրերի  մշակման վերաբերյալ հետազոտողների նախորդ աշխատանքները:

Այս գրականության վերլուծությունը Հետազոտական ​​կենտրոնի մեկնարկից 34 տարի անց, ցույց է տալիս, թե  ամբողջ աշխարհում որքան դժվար է եղել տարիների ընթացքում ինտեգրել և գործարկել դասավանդման  և ուսուցման այս ձևավորող մոդելը:

Հիմնական խնդիրներից մեկը եղել է ամփոփիչ թեստավորման մոդելի գերակայությունը որպես «արագ և ոչ մաքուր» ցուցանիշ:

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Published

2023-12-22

How to Cite

Բոյլ Բ., & Չարլզ Մ. (2023). ՁԵՎԱՎՈՐՈՂ ՈՒՍՈՒՑՈՒՄ․ ՀԱՐԱՑՈՒՑԻ ԲԱՐԵՓՈԽՈՒՄ՝ ԳՆԱՀԱՏՄԱՆ ՄՈԴԵԼԻ ՀԻՄԱՆ ՎՐԱ. Կրթությունը 21-րդ դարում, 10(2), 143–158. https://doi.org/10.46991/ai.2023.2.143