Mokinių pažangos ir pasiekimų vertinimo raiška ugdyme: edukacinių paradigmų kontekstas.
Expression of Assessment of Pupil‘s Progress and Achievements in Education: The Context of Educational Paradigms.

Summary/Abstract: The article deals with the features of the classical paradigm of education and reveals the significance of the paradigm of free education to the changes in assessment of pupils’ progress and achievements. Contemporary pedagogical trends critically evaluate the classical educational conception and reject an an authoritarian teacher, textbook-based teaching, the content losing contact with life, suppression of pupil’s personality freedom etc. Analysis of literature shows that assessment of pupils’ progress and achievements in contemporary pedagogy is used not only as a didactic instrument (to accumulate, interpret and generalize data on pupils’ progress and achievements), but also as a social instrument helping motivate pupils, solve behavioural problems, reflect on the level of success in the educational process.

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