The Docimologically Based Evaluation of Knowledge in Vocational Education of Healthcare Professionals / Dokimološki utemeljeno vrednovanje znanja u strukovnom obrazovanju zdravstvenih radnika

IF 0.3 4区教育学 Q4 EDUCATION & EDUCATIONAL RESEARCH

Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje Pub Date : 2021-01-22 DOI:10.15516/CJE.V22I4.3806

D. Živanović, J. Javorac, Adriano Friganović, E. Fradelos

{"title":"The Docimologically Based Evaluation of Knowledge in Vocational Education of Healthcare Professionals / Dokimološki utemeljeno vrednovanje znanja u strukovnom obrazovanju zdravstvenih radnika","authors":"D. Živanović, J. Javorac, Adriano Friganović, E. Fradelos","doi":"10.15516/CJE.V22I4.3806","DOIUrl":null,"url":null,"abstract":"Diversity of teaching curriculum in vocational subjects requires the application of different didactic-methodical approaches to teaching, and thus different methods for students’ knowledge evaluation. Objective assessment of knowledge is the imperative of the quality vocational education of healthcare professionals; in the evaluation of students’ progress and final assessment of students’ knowledge, the formative and summative methods are commonly used during or after the course of a particular subject. Modern higher education insists on objectivity and scientific foundation of the evaluation process, which is the main reason why the didactic docimology has finally received a deserved place in the pedagogical practice in the last decades. The aim of this paper is to emphasize the importance of the unconditional appliance of scientific principles in students’ knowledge evaluation, critically analyze elements of the existing objective methods of assessment in vocational education of healthcare professionals, and to emphasize the social and professional significance of the student’s final grade, which should be an unambiguous indicator of acquired professional skills of a graduate student of healthcare sciences. Key words: final grade; formative knowledge assessment; healthcare science; skills; summative knowledge assessment. - Raznolikost nastavnoga plana i programa u strucnim predmetima zahtijeva primjenu razlicitih didakticko-metodickih pristupa poucavanju, a samim tim i razlicitih metoda ocjenjivanja znanja studenata. Objektivno ocjenjivanje znanja imperativ je kvalitetnoga strukovnog obrazovanja zdravstvenih radnika. U vrednovanju napretka studenata i konacnoj procjeni njihovoga znanja, uobicajeno se koriste i sumativne i formativne metode, tijekom ili nakon pojedinoga nastavnog tecaja. Moderno visoko obrazovanje uvjetuje na objektivnosti i znanstvenoj utemeljenosti procesa vrednovanja, sto je glavni razlog zasto je didakticka dokimologija u posljednjim desetljecima konacno dobila zasluženo mjesto u pedagoskoj praksi. Cilj je ovoga rada naglasiti važnost bezuvjetne primjene znanstvenih nacela u evaluaciji znanja studenata, kriticki analizirati elemente postojecih objektivnih metoda ocjenjivanja u strukovnom obrazovanju zdravstvenih radnika te naglasiti drustveni i profesionalni znacaj studentove zavrsne ocjene, koja bi trebala biti nedvosmislen pokazatelj stecenih profesionalnih vjestina diplomiranoga studenta zdravstvenih znanosti. Kljucne rijeci: formativna procjena znanja; sumativna procjena znanja; vjestine; zavrsna ocjena; zdravstvene znanosti. Normal 0 false false false EN-US X-NONE X-NONE","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"75 1","pages":"1113-1135"},"PeriodicalIF":0.3000,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.15516/CJE.V22I4.3806","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Diversity of teaching curriculum in vocational subjects requires the application of different didactic-methodical approaches to teaching, and thus different methods for students’ knowledge evaluation. Objective assessment of knowledge is the imperative of the quality vocational education of healthcare professionals; in the evaluation of students’ progress and final assessment of students’ knowledge, the formative and summative methods are commonly used during or after the course of a particular subject. Modern higher education insists on objectivity and scientific foundation of the evaluation process, which is the main reason why the didactic docimology has finally received a deserved place in the pedagogical practice in the last decades. The aim of this paper is to emphasize the importance of the unconditional appliance of scientific principles in students’ knowledge evaluation, critically analyze elements of the existing objective methods of assessment in vocational education of healthcare professionals, and to emphasize the social and professional significance of the student’s final grade, which should be an unambiguous indicator of acquired professional skills of a graduate student of healthcare sciences. Key words: final grade; formative knowledge assessment; healthcare science; skills; summative knowledge assessment. - Raznolikost nastavnoga plana i programa u strucnim predmetima zahtijeva primjenu razlicitih didakticko-metodickih pristupa poucavanju, a samim tim i razlicitih metoda ocjenjivanja znanja studenata. Objektivno ocjenjivanje znanja imperativ je kvalitetnoga strukovnog obrazovanja zdravstvenih radnika. U vrednovanju napretka studenata i konacnoj procjeni njihovoga znanja, uobicajeno se koriste i sumativne i formativne metode, tijekom ili nakon pojedinoga nastavnog tecaja. Moderno visoko obrazovanje uvjetuje na objektivnosti i znanstvenoj utemeljenosti procesa vrednovanja, sto je glavni razlog zasto je didakticka dokimologija u posljednjim desetljecima konacno dobila zasluženo mjesto u pedagoskoj praksi. Cilj je ovoga rada naglasiti važnost bezuvjetne primjene znanstvenih nacela u evaluaciji znanja studenata, kriticki analizirati elemente postojecih objektivnih metoda ocjenjivanja u strukovnom obrazovanju zdravstvenih radnika te naglasiti drustveni i profesionalni znacaj studentove zavrsne ocjene, koja bi trebala biti nedvosmislen pokazatelj stecenih profesionalnih vjestina diplomiranoga studenta zdravstvenih znanosti. Kljucne rijeci: formativna procjena znanja; sumativna procjena znanja; vjestine; zavrsna ocjena; zdravstvene znanosti. Normal 0 false false false EN-US X-NONE X-NONE

查看原文本刊更多论文

高职学科教学课程的多样性要求采用不同的教学方法进行教学，从而要求采用不同的学生知识评价方法。客观评价知识是卫生专业人才素质职业教育的必要条件;在对学生学习进度的评价和对学生知识的最终评价中，形成性和总结性的方法通常在某一学科的学习过程中或之后使用。现代高等教育坚持评价过程的客观性和科学性，这是近几十年来教学目的论在教学实践中最终获得应有地位的主要原因。本文旨在强调在学生知识评价中无条件应用科学原理的重要性，批判性地分析现有卫生保健专业人才职业教育客观评价方法的要素，强调学生最终成绩的社会和专业意义，它应该是卫生保健专业研究生获得的专业技能的明确指标。关键词:期末成绩;形成性知识评价;医疗科学;技能;总结性知识评估。* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *目的:观察中国古代古代文明的历史，观察中国古代古代文明的历史。研究发现:1 .研究发现:1 .研究发现:1 .研究发现:1 .研究发现:1 .研究发现:1 .研究发现:1 .研究发现:1 .研究发现:1 .研究发现:1 .研究发现:现代visoko obrazovanje uvjetivnosti i objjektivnosti i znaneljenosti procesa vrednovanja, to je glavni razlog zasto je didakticka dokimologija u posljednjim desetljecima konacno dobila zasluženo mjeso u pedagoskoj praksi。Cilj我ovoga rada naglasiti važ绝大多数bezuvjetne primjene znanstvenih nacela u evaluaciji znanja studenata, kriticki analizirati elemente postojecih objektivnih metoda ocjenjivanja u strukovnom obrazovanju zdravstvenih radnika te naglasiti drustveni我profesionalni znacaj studentove zavrsne ocjene, koja bi trebala biti nedvosmislen pokazatelj stecenih profesionalnih vjestina diplomiranoga studenta zdravstvenih znanosti。kljune rijeci:形成性原胞菌;植物学报;vjestine;zavrsna ocjena;zdravstvene znanosti。正常0 false false false EN-US X-NONE X-NONE

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

0.70

自引率

0.00%

发文量