Dergiler / A. Âsaui atyndaġy Halyk̦aralyk̦ k̦azak̦-tùrìk universitetìnìn̦ habaršysy / 2020 / Sayı: 116
Improving the Accounting of Expected Learning Outcomes
- Sayı
- 2020 · Sayı: 116
- Sayfa
- 223–235
- DOI
- —
Özet
Expected learning outcomes – indicator of the achievement of educational goals. Expected learning outcomes are specified in accordance with the content of tasks, performed exercises, answers to questions, etc. It is created in accordance with the studied content. Сompiling a daily curriculum, a modern teacher is guided by the system of educational goals in the “updated” program, which does not allow to fully take into account the content of training and its internal features. And since a general assessment cannot go beyond a specific system of goals, they cannot be the full results of study of this topic. The paper presents a model of the final assessment task of the topic “Simple fractions and receptions to them” and the planning of formative assessment with the provision of information related to the implementation of the concept of simple fraction.
Abstract
Expected learning outcomes – indicator of the achievement of educational goals. Expected learning outcomes are specified in accordance with the content of tasks, performed exercises, answers to questions, etc. It is created in accordance with the studied content. Сompiling a daily curriculum, a modern teacher is guided by the system of educational goals in the “updated” program, which does not allow to fully take into account the content of training and its internal features. And since a general assessment cannot go beyond a specific system of goals, they cannot be the full results of study of this topic. The paper presents a model of the final assessment task of the topic “Simple fractions and receptions to them” and the planning of formative assessment with the provision of information related to the implementation of the concept of simple fraction.