Learning results and evaluation through levels given by the results in Religious Education
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Emil Lazar: University of Craiova, Romania
Social Sciences and Education Research Review, 2016, vol. 3, issue 1, 141-146
Multilevel approach to religious education assessment entails rethinking the evaluative approach, starting from the systemic perspective on the evaluation object to religion, like regulatory reporting, to curriculum and who materialized from inductive perspective, in terms of subject assessment, the entire complexity of the student. The Assessment Tool that we proposed is an integrative one, an opportunity to see the process, be aware of the process by which it is evaluated and develop the ability to track what is happening in this process and intervene for the evaluator. It is about a formative assessment, as long as the proposed instrument "crosses the boundaries of various learning activities". As a school discipline, Religion is integrative one (contributing, complementing the student's general education) and integrator (harmonizing the various skills of the student's academic in progress tracked throughout the student's education unit). Religious education provides and contributes to personal development of students and (self) empowering their formation process, exceeding the borders of a single discipline and ensuring premises skills training trans-disciplinary on the basis of specific skills, necessary for personal development of the student. Finally, this idea of approaching religion as a subject from the perspective of education for values is very interesting and debated.
Keywords: learning outcomes; levels of evaluation; assessment matrix data through levels of learning outcomes; open; inclusive and integrative discipline (search for similar items in EconPapers)
JEL-codes: A2 (search for similar items in EconPapers)
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Persistent link: https://EconPapers.repec.org/RePEc:edt:jsserr:v:3:y:2016:i:1:p:141-146
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