ՁԵՎԱՎՈՐՈՂ ՈՒՍՈՒՑՈՒՄ․ ՀԱՐԱՑՈՒՑԻ ԲԱՐԵՓՈԽՈՒՄ՝ ԳՆԱՀԱՏՄԱՆ ՄՈԴԵԼԻ ՀԻՄԱՆ ՎՐԱ
DOI:
https://doi.org/10.46991/ai.2023.2.143Keywords:
ձևավորող ուսուցում, գնահատման մոդել, ամփոփիչ թեստավորում, տրանսֆորմացիոն կրթություն, տրանսֆորմացիոն մանկավարժություն, ձևավորող գնահատումAbstract
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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