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Modern Teaching Assessment and Implications of Learning Motivation

Gabriela Alina Anghel ()
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Gabriela Alina Anghel: Valahia University of Targoviste, Romania, Teacher Training Department

Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, 2017, vol. 9, issue 1, 65-75

Abstract: Evaluation of the teaching context is identified as an integral part of the training process that uses specific teaching strategies necessary to measure the students’ competences. In education, the evaluation process is dynamic and is carried out in compliance with the principles and conditions governing professional ethics. In this framework, the research aims to analyze the role of modern evaluation strategies used by teachers in order to increase motivation for learning. The specific objectives of the research are: the identification of the level of students’ perception of the importance of subjective factors and objective assessment in their learning motivation (SO1); identification of the level of seriousness perceived by students of the impact assessment in stimulating learning motivation (SO2). We have considered the following hypothesis: the working teacher evaluator importance in assessing using the objective factors alone increases students ' motivation towards learning (H1); subjective factors are influencing negative assessment students' motivation towards learning (H2); if the teacher assessor uses modern strategies for assessing, so students ' learning motivation is increased (H3). Research is quantitative. Research results have led to the following conclusion: contemporary strategies for assessing increases individual success for each student. This is justified in the context of the use of modern methods, assessment, enabling the transition from assessment of learning products to the assessment of student's cognitive processes during learning.

Keywords: learning; teaching; assessment; motivation; strategy assessment. (search for similar items in EconPapers)
JEL-codes: A23 (search for similar items in EconPapers)
Date: 2017
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