Kiểm tra, đánh giá năng lực người học ở thổ nhĩ kỳ: biện pháp và một số khuyến nghị

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Tác giả: Thị Huyền Nguyễn

Ngôn ngữ: Vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Giáo dục 2022

Mô tả vật lý: 60-64

Bộ sưu tập: Metadata

ID: 396344

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Tóm tắt
Chủ đề

Việc nghiên cứu kinh nghiệm của các nước trong việc triển khai vấn đề tương tự được coi là biện pháp hữu hiệu để tránh những rủi ro không đáng có, đồng thời tận dụng cách tiến hành gần giống nhất với bối cảnh trong nước sẽ giảm thời gian thử nghiệm và mang lại hiệu quả cao. hiệu quả cao nhất. Từ thực tiễn dạy học trên thế giới cho thấy, việc chuyển từ đánh giá theo nội dung sang đánh giá theo năng lực là cần thiết để đào tạo những công dân có khả năng thích ứng cao trong thế kỷ 21. Cùng chung xu hướng phát triển với Việt Nam, Thổ Nhĩ Kỳ được đánh giá là khá thành công trong việc chuyển đổi từ đánh giá dựa trên kiến thức và kỹ năng sang đánh giá dựa trên năng lực. Nghiên cứu này cho thấy hai quốc gia đã trải qua thời gian chuyển đổi đánh giá trong giáo dục tương tự nhau và cũng gặp những khó khăn tương tự trong việc triển khai và áp dụng đánh giá dựa trên năng lực. Ngoài ra, nghiên cứu nhằm phân tích kỹ hơn các biện pháp mà Thổ Nhĩ Kỳ đã áp dụng để chuyển đổi thành công quy trình đánh giá theo hướng phát triển năng lực của học sinh, từ đó đề xuất một số biện pháp mà Việt Nam có thể áp dụng khi thực hiện Chương trình giáo dục phổ thông tổng thể năm 2018, Tóm tắt tiếng anh, Studying the experiences of other countries in the implementation of the same issue is considered an effective measure to avoid unnecessary risks, and at the same time, taking advantage of conducting methods which are the most similar to the domestic context would reduce testing time and yield the highest efficiency. From the teaching practice in the world, it is shown that shifting from content-based to competency-based assessment is necessary to train highly adaptable citizens in the 21st century. Sharing the same development trend as Vietnam, Turkey has been considered quite successful in transforming from knowledge and skills-based assessment to competency-based assessment. This study found that the two countries experienced a similar transition timeline for assessment in education, and also had similar difficulties in implementing and applying competency-based assessment. In addition, the study aims to analyze more closely the measures that Turkey has applied to transform the assessment process towards student capacities successfully, thereby proposing a number of measures that Vietnam can apply when implementing the 2018 General Education Program

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