Subject: descriptive assessment in a nine-year primary school, the first three years of compulsory education. Target group: students of nine-year primary school: first and second grade of nine-year primary school. Content areas: knowledge; teaching staff, students
Evaluation issue: the concept of descriptive evaluation in the nine-year primary school includes the evaluation of the student’s individual progress, which imposes on the teacher the individualized treatment of students, and the teacher also uses national forms as a basis for recording the student’s progress, in which the assessment areas are broken down for individual subjects, taking into account the global goals and standards of knowledge. Questions are raised about how teachers conduct descriptive assessment.
Evaluation questions: in descriptive evaluation, do teachers evaluate in accordance with the goals or standards of knowledge specified in the certificate (or curriculum) or do they evaluate in the form of an unbound descriptive evaluation; whether the descriptive assessment of knowledge contains value judgments that do not relate to knowledge, character assessments, etc.; or stigmatize children.
Usefulness of the study: based on theoretical foundations and empirical research, the research will determine whether the descriptive assessment in the first two grades of the nine-year primary school is carried out in accordance with the goals set by the law, by-law provisions and documents of curriculum reform. Determines the structure of actual grade records, their possible impact on students and parents.
2000-2001