Assessments of learning achievements are very important elements of the learning process. The results obtained inform the teacher about the achievements of the learners. On their basis, the teacher can effectively plan his further activities. The results shown by the learners at the end of a given period of learning (for example, an academic year or an educational level), related to the learning objectives, show to what extent the previously set goals are being achieved. The analysis of these results follows, which is a very reliable means of making the right educational decisions regarding the necessary changes in learning.

Two types of assessment of academic achievements are applied: current and periodic. When the achievements of students, shown in the respective type of assessment, are assessed, we are talking about a corresponding type of assessment: current, term, annual, from a corresponding type of exam (for example, at the end of a given grade, equivalency, matriculation, entrance, etc.).

Какво всъщност измерва коефициентът за интелигентност (IQ)?

Днес младите хора са подложени на голямо напрежение по отношение на оценяването. И това напрежение се стоварва върху тях още от детската градина. Резултатът е, че много ученици не успяват да придобият уменията, нужни им да се справят в модерния живот. Всички сме чували за тестовете за интелигентност. Но какво значи да си интелигентен? На практика няма точна дефиниция, която да е приета едновременно от психолози, невролози или други експерти. Все пак съществуват две доминиращи идеи. Първата е IQ или коефициентът за интелигентност. Втората е  памет за фактологична информация.

Да се родим отново: Реформа в образованието

We have all seen the famous intelligence tests of the "Which letter comes next" type. This type of question tests a person's ability to think and analyze logically to grasp a series of ideas. Logical thinking is an important part of a person's intelligence. The second important part is the ability to memorize individual facts such as names, dates, events. The formula for measuring intelligence today is expressed in the following ratio: mental age divided by chronological age, multiplied by 100. Each of us is born with a certain intellectual capacity, just as we are born with blue eyes. This capacity can be measured with a series of tests. The results are compared to a common scale from 0 to 200. This is the IQ. Average intelligence is on the scale between 80 and 100. With indicators around 100 and 120 we are talking about above average level, and values above 130 indicate very high intelligence. The main idea of these tests is that they show how the child will do in school and then in life. That's why they are widely implemented. And they also have a massively detrimental impact on education.

Академичната илюзия и липсата на практическо образование в България

People are much more than their academic and non-academic skills. Everyone has a characteristic profile of their intellectual abilities with different strengths in visual intelligence, sound, movement, mathematical thinking, etc. Distinctive skills in one area do not mean that we have distinctive skills in all others. A talented musician is not necessarily a talented mathematician. That is why general mass assessment is wrong and does not give a real idea of the capabilities and individual abilities of the individual. Attaching labels such as “able student” or “incapable” can do a lot of harm. This is precisely why children, when they are young, should be educated in all disciplines, but not through theory, but more in the form of play and practice. So that every child can at some point discover their strengths and develop in this direction, without worrying that they are “falling behind” in other disciplines. Because today children are artificially guided as to which disciplines are “prestigious” and which are “non-prestigious”. And so at the end of their education they are unified and lose their individuality. This is one of the main mistakes in today's education. The second mistake is the excessive concern with academic intelligence. All this diverts people from their natural path in life. It turns out that studying for an academic degree is more prestigious than doing practical work. And the result today, especially in Bulgaria, is the following: there are fewer and fewer young people who are able, after secondary education, and often after higher education, to build or wire a house, install a plumbing system, grow plants. And in reality, these are the real things in life that are needed.

Шест сериозни дефекта на съвременното оценяване

• Grades on any point system do not give a clear picture of a student's achievements and progress. They are one-sided and do not indicate whether they are due to rote memorization, sloppy work, the habit of solving tests, persistent training, lucky chance, etc.;
• Grades given by the teacher are often influenced by subjective influences such as: gender, student diligence, extracurricular activities, good behavior, attitude and attendance, parental status, etc.;
• Grading systems do not pay attention to the individuality of students;
• There is no direct relationship between school grades and further prosperity in life, because the real adult world is different from the one in school;
• The same grades of students in a small town school may not be equivalent to those in a big city and vice versa;
• The motivation that comes from grades is an illusion. Instead of motivating learning, suddenly there is a focus on a good grade and the student studies for the sake of the grade, not for the sake of knowledge; in this sense, in the name of a good grade, the student spends energy and potential not only in acquiring new knowledge and skills, but in how to cheat so that he can get the coveted A without much effort.

Десетте златни критерия за правилно оценяване

• mark the achievement of certain, deserving results; test tasks must correspond to the level of the objectives of the training course;
• be understandable for students and parents, with students informed in advance about the assessment method and its criteria; students should also be provided with instructions for completing the tasks;
• not be biased and not be replaced by other considerations; teachers must apply the same or equivalent forms of assessment and use the same assessment criteria;
• the methods for calculating the assessment must be objective and statistically valid;
• be based on positive data and not become an end in itself;
• to mark the personal and social development of students, with achievement grades not being mixed with those for personal development;
• the assessment should be carried out in a way that does not violate human dignity; the national, racial and ethnic affiliation of the test takers should be taken into account and the confidentiality of the information should be respected;
• to point out the student's strengths and weaknesses;
• to inform about progress, lag or stagnation;
• to be a basis for entry into certain programs and schools and to indicate the goals of the school and the curricula.

The article is part of a master's thesis on the topic "Radical reform in education - individuality instead of unification" по специалност Педагогика за придобиване на квалификация „учител по икономически дисциплини“ към ИУ – Варна, защитена с Отличен

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