Volume 7, Issue 4, July 2018, Page: 100-107
Student Assessment in Sociopolitical Education Subjects and Its Value Basis in Relation to Society
Georgios Bikos, School of Humanities, Hellenic Open University, Patras, Greece; Pedagogical Department of Primary Education, National and Kapodistrian University of Athens, Athens, Greece; Department of Education, School of Pedagogical and Technological Education, Athens, Greece
Received: Aug. 30, 2018;       Accepted: Sep. 21, 2018;       Published: Oct. 22, 2018
DOI: 10.11648/j.edu.20180704.15      View  200      Downloads  19
Abstract
In the main part of this text an analysis of the objectives expected as part of the assessment of a student’s “performance” in sociopolitical education subjects is provided. Αt the same time, a detailed explanation is given of how relevant the concept of a student’s “performance” is, as regards many of his/her qualities assessed through the assessment process in question. Initially, an attempt is made to explain how and why each assessment, either of students or the learning process, is linked with values deriving from the dominant culture at the time and aligned linearly with the dominant-ruling perceptions in the field of education and society. The analysis is based on a bibliographic approach with the most significant of its secondary objectives being to promote the link that the teaching method should have with the assessment of a student’s performance. Thus, by elaborating on the subject in such a way, useful recommendations are indirectly made to the teacher of sociopolitical education subjects concerning even the key objectives that his teaching approach, methods and content should exhibit, as far as the students are concerned, both in primary and secondary education.
Keywords
Social Values, Assessment, Teaching Process, Skills, Competencies, Critical Sociopolitical Thinking, Creative Thinking
To cite this article
Georgios Bikos, Student Assessment in Sociopolitical Education Subjects and Its Value Basis in Relation to Society, Education Journal. Vol. 7, No. 4, 2018, pp. 100-107. doi: 10.11648/j.edu.20180704.15
Copyright
Copyright © 2018 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Reference
[1]
Baltas, C. (2010). Kinonikos kai politikos egrammatismos: to paradigm ton neon vivlion Kinonikis kai Politikis Agogis stin protovathmia ekpedefsi (Social and political literacy: the example of the new Social and Political Education books in primary education). Synchroni Ekpedefsi, 163, 54-70.
[2]
Bikos, G. D. (2018a). On Teaching Objectives and the Teaching Methodology of Sociopolitical Education Subjects, Swift Journal of Social Sciences and Humanities, August 2018, vol. 4 (2), pp.23-27. ( http://www.swiftjournals.org/sjssh/pdf/2018/august/Bikos.pdf )
[3]
Bikos, G. D. (2018b). On Teaching Political Education Subjects in Secondary Education”, International Journal of Humanities, Social Sciences and Education, vol. 5, issue 7, 2018, pp.150-156. DOI: http://dx.doi.org/10.20431/2349-0381.0507017
[4]
Bikos, G. D. (2015a). Introduction. In G. D. Bikos (ed.), “I dimokratiki agogi: didaskontas, ekpedevontas, kalliergontas…” (‘Democratic Education: Teaching, Educating, Cultivating…’) Minutes of a Conference organised by the Experimental General High School of Ionidios School of Piraeus 27-29/9/13. Athens: Grigoris Publications (pp.21-29).
[5]
Bikos G. D. (2015b). Developing critical political thinking and shaping active citizens: the basic principles of a proposed teaching approach. In G. D. Bikos (ed.), “I dimokratiki agogi: didaskontas, ekpedevontas, kalliergontas…” (‘Democratic Education: Teaching, Educating, Cultivating…’) Minutes of a Conference organised by the Experimental General High School of Ionidios School of Piraeus 27-29/9/13. Athens: Grigoris Publications (pp.259-269).
[6]
Bikos G. D. (2014). Editor’s introductory note. In G. D. Bikos and A. Kaniari (ed.) Mousiologia, Politistiki Diahirisi kai Ekpedefsi (Museology, Cultural Management and Education). Athens: Grigoris Publications. (pp.69-76).
[7]
Chaniotakis, N. I. (2007). I ipovoli erotiseon apo tous mathites: diapistosis kai dinatotites veltiosis (Questions posed by students: conclusions and prospects for improvement). In Evi Makri-Botsari (ed.), Issues of initial training for newly-appointed teachers. Athens: Greek Ministry of Education, Research and Religious Affairs-Pedagogical Institute (pp.24-36). (retrieved from http://www.pi-schools.gr/download/news/t_eisag_epimorfosis.pdf)
[8]
Christias, I. (1992). Theoria kai methodologia tis didaskalias (Theory and methodology of teaching). Athens: Grigoris Publications.
[9]
Dimitropoulos, E. G. (2007). Ekpedeftiki axiologisi: meros deftero – i axiologisi tou mathiti: theoria – praxi – provlimata (Assessment in education: second part – student assessment: theory – practice – problems). Athens: Grigoris Publications.
[10]
Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. London: Fontana Press.
[11]
Holden, C. (2000). Learning for democracy: From world studies to global citizenship. Theory into Practice, 39 (2), 74-80.
[12]
Kapetanakis, G. D. (2017a). Tropi anaptixis tis kritikis skepsis meso tis didaskalias ton Thriskeftikon (Ways to develop critical thinking through teaching Religion). In G. D. Kapetanakis, G. A. Kouyioumtzis, G. D. Bikos (ed.), Sinchrones prosegisis sti Didaktiki ton Thriskeftikon (Modern approaches to Teaching Religion). Athens: Grigoris Publications (pp.47-58).
[13]
Kapetanakis, G. D. (2017b). I anaptixi tis dimiourgikis skepsis meso tis didaskalias ton Thriskeftikon (How to promote critical thinking through teaching Religion). In G. D. Kapetanakis, G. A. Kouyioumtzis, G. D. Bikos (ed.), Sinchrones prosegisis sti Didaktiki ton Thiskeftikon (Modern approaches to Teaching Religion). Athens: Grigoris Publications (pp.73-83).
[14]
Kapsalis, A., Chaniotakis, N. (2011). Ekpedeftiki axiologisi (Assessment in education). Thessaloniki: Kyriakidis Bros Publications.
[15]
Kassotakis, M. (2013). I axiologisi tis epidosis ton mathiton: Theoritikes prosegiseis kai praktikes efarmoges (Assessing student performance: Theoretical approaches and practical applications). Athens: Grigoris Publications.
[16]
Konstandinou, H. (2002a). I axiologisi tis epidosis tou mathiti simfona me to Diathematiko Enieo Plesio Programmaton Spoudon (Assessing student performance on the basis of the Interdisciplinary Unified Curriculum Framework). Epitheorisi ekpedeftikon thematon (Review of educational issues). Vol. 7, pp.37-51.
[17]
Konstandinou, H. (2002b). I axiologisi tis epidosis tou mathiti os pedagogiki logiki kai sholiki praktiki (Student performance assessment as a pedagogical logic and school practice). Athens: Gutenberg.
[18]
Korhonen, R., Lestinen, L. (2009). Learning Citizenship Education in University: Views and Experiences of Finnish Class Teacher Students. In A. Ross (ed.) Ηuman Rights and Citizenship Education (pp.359-363). London: CiCe – Children’s Identity and Citizenship in Europe.
[19]
Kouyioumtzis, G. A. (2017). Shediasmos didaktikis stohothesias kai Arhaia Ellinika: apo tin taxinomia tou Bloom sto modelo tou romvou (Designing teaching objectives and Ancient Greek: from Bloom’s taxonomy to the diamond model). In G. A. Kougioumtzis, G. D. Bikos, G. Papadimitriou (ed.), Didaskontas Arhaia Ellinika (Teaching Ancient Greek). Athens: Grigoris Publications (pp.69-86).
[20]
Matsagouras, I. G. (2000). Theoria kai praxi tis Didaskalias (Theory and practice of Teaching) Vol. B: Stratigikes didaskalias: I Kritiki Skepsi sti Didaktiki Praxi. (Teaching strategies: Critical thinking in the Teaching Act). Athens: Gutenberg.
[21]
Pamouktsoglou, A. I. (2007). Theoria, praxi kai axiologisi tis didaskalias (Theory, practice and assessment of teaching). Athens: Ellinoekdotiki.
[22]
Pamouktsoglou, A. I. (2005). Ekpedeftiki axiologisi (Assessment in education). Athens: Diinekes.
[23]
Pamouktsoglou, A. I. (2003). Axiologisi kai sholikos simvoulos (Assessment and school advisors). Athens: Synchroni Ekdotiki.
[24]
Papadimitrakopoulos, V. (2006). Gia mia esoteriki axiologisi tis sholikis monadas (On an internal assessment of the school unit). Epistimoniko Vima tou daskalou, vol.6, pp.43-59.
[25]
Papanaoum-Tzika, Z. (1985). I axiologisi tis sholikis epidosis: dinatotites kai oria (School performance assessment: capabilities and limits). Thessaloniki: Kiriakidis Bros Publications.
[26]
Papas, A. (1996). Mathitokentriki Didaskalia, 2: To pedagogiko klima sto Anichto Sholio – Didaktika kai mathisiaka modela (Student-centered Teaching, 2: The pedagogic climate in the Open School – Teaching and learning models). Athens: Vivlia gia olous.
[27]
Petsimeri, I. (2005). Didaktiki Methodologia: Didaktiki ton Archeon Ellinikon (Teaching Methodology: Teaching Ancient Greek). Athens: Grigoris Publications.
[28]
Rekalidou, G. (2011), Axiologisi tis mathisis i axiologisi gia ti mathisi? (Learning assessment or assessment for learning?). Athens: pedio.
[29]
Rellos, N. (2007). Elenhos mathisis – axiologisi mathitikis epidosis (Learning report – school performance assessment). Athens: Gutenberg.
[30]
Taratori-Tsalkatidou, E. (2015). Sholiki axiologisi (School assessment). Thessaloniki: Kyriakidis Bros Publications.
[31]
Tsikopoulou, S. (2017). Antilipsis ton ekpedeftikon gia ti dimiourgikotita sta mathimatika (Teachers’ views on creativity in mathematics). Erkyna: Review of Educational-Scientific Issues, Vol. 12, pp.34-47.
[32]
https://erkyna.gr/e_docs/periodiko/teyxos/teyxos-12-(12_2017).pdf
[33]
Vainas, K. (2008). Isagogi stin Epaggelmatiki Pedagogiki (Introduction to Professional Pedagogy). Athens: Gutenberg.
[34]
Vlachos, I. A. (2004). Ekpedefsi stis Fysikes Epistimes – I protasi tis epikodomisis. (Education in Natural Sciences – The proposal of constructivism). Athens: Grigoris Publications.
Browse journals by subject