PROCJENJIVANJE I SAMOPROCJENJIVANJE U OSNOVNOJ ŠKOLI KAO ODGOJNO-OBRAZOVNI SISTEM PO NORMAMA 21. VIJEKA
ASSESSMENT AND SELF-ASSESSMENT IN ELEMENTARY SCHOOL AS AN EDUCATIONAL SYSTEM ACCORDING TO THE NORMS OF THE 21ST CENTURY

Author(s): Damir Mušanović
Subject(s): School education
Published by: UNIVERZITET U SARAJEVU – PEDAGOŠKI FAKULTET
Keywords: evaluation; estimate; self-assessment; competence;
Summary/Abstract: Evaluation in education is usually defined as a systematic process of gathering and discussing information to document student learning outcomes and student achievement levels. However, educational theory and practice have changed dramatically over the last few decades. This change involves different approaches to teaching and learning, including a new approach to measuring these indicators. The emphasis is on why it is important to learn something and how acquired knowledge can be successfully applied in solving complex, realistic problems. The assessment began to be perceived as a complex process to be carried out using different methods that could allow access to multiple indicators of student 535progression. The paper intends to address self-assessment of student achievement. In addition to the usual assessment provided by the teacher in this process, the assessment given by the students, both for their work and for the work of other students, would be included. This selfassessment would include a specific period for all students within the department. Each would have an observation protocol, a scale of estimates, and a commentary for the appraisal. A list of factors influencing the score would be an integral part of the student note at those times. The assessment should be carried out in the educational process and should be realized in parallel with the planning of the learning and teaching process. If we compare the traditional versus contemporary and advanced concept of assessment and assessment, we will see that the emphasis on the summative assessment of formal items in the first, unlike the formative and informal forms in the other. Traditional approaches give priority to knowledge of content and reproduction of facts that lead to ranking and benchmarking of students with other learners, and the advanced concept of continuous and integrated access to learning and teaching with predefined criteria where students have constant feedback.

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