Pub Date : 2023-07-01DOI: 10.59295/sum5(165)2023_13
N. Birnaz, Catalina Osoianu
In this paper we analyze the theoretical, general fundamental aspects of the concept of summative evaluation in professional-technical education, with the aim of familiarizing with the distinct elements of the summative assessment process. We emphasise the fact that teachers must choose appropriately or developing his own evaluation methods, to administer and to interpret the assessment results, to use the evaluation results by leveraging them in decision-making, to develop and apply grading procedures, to communicate assessment results considering various audience categories, to recognize and avoid the unethical, illegal implications, the distorted effects of some assessment procedures and thus through the skills analyzed in the paper and the functions of summative assessment we can facilitate this process.
{"title":"Summative evaluation in technical professional education: general aspects","authors":"N. Birnaz, Catalina Osoianu","doi":"10.59295/sum5(165)2023_13","DOIUrl":"https://doi.org/10.59295/sum5(165)2023_13","url":null,"abstract":"In this paper we analyze the theoretical, general fundamental aspects of the concept of summative evaluation in professional-technical education, with the aim of familiarizing with the distinct elements of the summative assessment process. We emphasise the fact that teachers must choose appropriately or developing his own evaluation methods, to administer and to interpret the assessment results, to use the evaluation results by leveraging them in decision-making, to develop and apply grading procedures, to communicate assessment results considering various audience categories, to recognize and avoid the unethical, illegal implications, the distorted effects of some assessment procedures and thus through the skills analyzed in the paper and the functions of summative assessment we can facilitate this process.","PeriodicalId":269556,"journal":{"name":"Studia Universitatis Moldaviae. Seria Științe ale Educației","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133036362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.59295/sum5(165)2023_44
Viorica Mocanu
The article presents an attempt to describe the final stage of classical psychodrama – sharing, during which group members share theirs feelings, as well as the similarity of their experiences and life situations that they noticed with the experiences and life situations of the protagonist. This stage is important for the protagonist and the group as a whole, because it promotes group cohesion and their mutual acceptance; because it creates a feeling of relief from understanding some the causes and sources of problems. This happens in both parts of sharing – in role feedback (sharing from role) and identification feedback (sharing from oneself). Sharing from a role gives the protagonist an invaluable understanding of the situation being played, and sharing from oneself expresses feeling to the protagonist or one of the roles. In this way, the protagonist, by receiving feedback, is able to see his or her problem in a bigger and deeper way, relating it to other people`s experiences. The article also discusses the difficulties in the case of intense and uncomfortable sharing; about the need to take into account the time limits of the session so that the protagonist and the group have time to complete, cool down, and separate themselves from the therapists, as well as to restore protection for contact with the outside world.
{"title":"Specific of the closing phase in psychodrama","authors":"Viorica Mocanu","doi":"10.59295/sum5(165)2023_44","DOIUrl":"https://doi.org/10.59295/sum5(165)2023_44","url":null,"abstract":"The article presents an attempt to describe the final stage of classical psychodrama – sharing, during which group members share theirs feelings, as well as the similarity of their experiences and life situations that they noticed with the experiences and life situations of the protagonist. This stage is important for the protagonist and the group as a whole, because it promotes group cohesion and their mutual acceptance; because it creates a feeling of relief from understanding some the causes and sources of problems. This happens in both parts of sharing – in role feedback (sharing from role) and identification feedback (sharing from oneself). Sharing from a role gives the protagonist an invaluable understanding of the situation being played, and sharing from oneself expresses feeling to the protagonist or one of the roles. In this way, the protagonist, by receiving feedback, is able to see his or her problem in a bigger and deeper way, relating it to other people`s experiences. The article also discusses the difficulties in the case of intense and uncomfortable sharing; about the need to take into account the time limits of the session so that the protagonist and the group have time to complete, cool down, and separate themselves from the therapists, as well as to restore protection for contact with the outside world.","PeriodicalId":269556,"journal":{"name":"Studia Universitatis Moldaviae. Seria Științe ale Educației","volume":"593 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116273516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.59295/sum5(165)2023_22
Hana Wittman
This article addresses the issue of identifying the learning and education needs of adults, primarily non-formal education and multilingual education. Different concepts and models are analyzed to identify the learning and educa-tion needs of adults. A concept is grounded and a methodology is developed in this regard. The factors that generate the learning and education needs of adults are described in detail: external factors – national educational policies, institutional educational policies, educational reform projects, etc.; internal factors – the need for compensation, re-capitulation, complementary knowledge, the need for retraining, the need to realize one’s own interests and options, the need to capitalize on free time, etc. At the same time, the place of foreign languages - whether world languages or heritage languages - within the education system is extremely complex Since there are many deficiencies in regard to the training of teachers for teaching these languages, teaching methods of the languages, updated study materials that match the context of language learning, assessment methods
{"title":"Psycholinguistic and motivational approaches to learning several languages","authors":"Hana Wittman","doi":"10.59295/sum5(165)2023_22","DOIUrl":"https://doi.org/10.59295/sum5(165)2023_22","url":null,"abstract":"This article addresses the issue of identifying the learning and education needs of adults, primarily non-formal education and multilingual education. Different concepts and models are analyzed to identify the learning and educa-tion needs of adults. A concept is grounded and a methodology is developed in this regard. The factors that generate the learning and education needs of adults are described in detail: external factors – national educational policies, institutional educational policies, educational reform projects, etc.; internal factors – the need for compensation, re-capitulation, complementary knowledge, the need for retraining, the need to realize one’s own interests and options, the need to capitalize on free time, etc. At the same time, the place of foreign languages - whether world languages or heritage languages - within the education system is extremely complex Since there are many deficiencies in regard to the training of teachers for teaching these languages, teaching methods of the languages, updated study materials that match the context of language learning, assessment methods","PeriodicalId":269556,"journal":{"name":"Studia Universitatis Moldaviae. Seria Științe ale Educației","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116327334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.59295/sum5(165)2023_32
Ionela Meirosu
This article presents a system of theoretical ideas that formed the basis of the conceptualization of the directions of axiological education for preschoolers necessary for the valorization, in the educational environment, of the values as goals, values as means and values as evaluation criteria through effective valorization of the educational partnership dimensions. The content of the article highlights the pedagogical conditions that ensure axiological education because, unlike the education through and for values in general education, the problem of immediate valorization of the axiological referential cannot be addressed in preschoolers. Designing the stages of achieving an educational partnership on the dimension of axiological education, leads to essential clarifications at the level of designing objectives, contents and appropriate strategies to achieve the values as goals. Educators are open to collaboration in the sense of continuous professional self-development for a competent approach of preschool education. The interpretation of the rapport value - education, value -attitude, and value - mean from a predominantly sociocultural perspective, allows the interpretation of values as social facts. The opportunity to combine efforts within the educational partnership for the formation of value orientations results from the content of education policy documents (Education Code), from the content of curriculum documents, imposed by the challenges of the contemporary world.
{"title":"A possible model of axiological education for preschoolers","authors":"Ionela Meirosu","doi":"10.59295/sum5(165)2023_32","DOIUrl":"https://doi.org/10.59295/sum5(165)2023_32","url":null,"abstract":"This article presents a system of theoretical ideas that formed the basis of the conceptualization of the directions of axiological education for preschoolers necessary for the valorization, in the educational environment, of the values as goals, values as means and values as evaluation criteria through effective valorization of the educational partnership dimensions. The content of the article highlights the pedagogical conditions that ensure axiological education because, unlike the education through and for values in general education, the problem of immediate valorization of the axiological referential cannot be addressed in preschoolers. Designing the stages of achieving an educational partnership on the dimension of axiological education, leads to essential clarifications at the level of designing objectives, contents and appropriate strategies to achieve the values as goals. Educators are open to collaboration in the sense of continuous professional self-development for a competent approach of preschool education. The interpretation of the rapport value - education, value -attitude, and value - mean from a predominantly sociocultural perspective, allows the interpretation of values as social facts. The opportunity to combine efforts within the educational partnership for the formation of value orientations results from the content of education policy documents (Education Code), from the content of curriculum documents, imposed by the challenges of the contemporary world.","PeriodicalId":269556,"journal":{"name":"Studia Universitatis Moldaviae. Seria Științe ale Educației","volume":"47 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132496087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.59295/sum5(165)2023_26
Nicolae Bragarenco
The recent changes produced in society, generated by the transition from the industrial period to that of informati-on and communication technologies, led to essential changes in the teaching-learning-evaluation process at the level of the entire university educational system. These transformations directly influenced the discipline of physical edu-cation in higher education institutions, forcing the specialists in the field to search for new solutions that will contri-bute to increasing the effectiveness of the training process of the specific skills in the discipline in correlation with the professional/specialist ones. The design of the disciplinary curriculum for the discipline of Physical Education, a new flexible concept, which offers the student the opportunity to individually choose the form/how to practice activities for the training/development of specific skills, requires new approaches regarding assessment. The physical educati-on discipline assessment of students practicing physical education and sports activities individually or in sports asso-ciations, outside the USM (form/way of practicing motor activities provided by the disciplinary curriculum), must be oriented towards a multidimensional approach and carried out through alternative methods. This paper proposes an alternative assessment approach to the Physical Education discipline, by applying the portfolio method for students practicing independent sports tests, other than those offered by the USM, which can fully ensure the training of the specific skills of the discipline in other learning contexts.
{"title":"The alternative assessment approach to the discipline of physical education within the Moldova State University","authors":"Nicolae Bragarenco","doi":"10.59295/sum5(165)2023_26","DOIUrl":"https://doi.org/10.59295/sum5(165)2023_26","url":null,"abstract":"The recent changes produced in society, generated by the transition from the industrial period to that of informati-on and communication technologies, led to essential changes in the teaching-learning-evaluation process at the level of the entire university educational system. These transformations directly influenced the discipline of physical edu-cation in higher education institutions, forcing the specialists in the field to search for new solutions that will contri-bute to increasing the effectiveness of the training process of the specific skills in the discipline in correlation with the professional/specialist ones. The design of the disciplinary curriculum for the discipline of Physical Education, a new flexible concept, which offers the student the opportunity to individually choose the form/how to practice activities for the training/development of specific skills, requires new approaches regarding assessment. The physical educati-on discipline assessment of students practicing physical education and sports activities individually or in sports asso-ciations, outside the USM (form/way of practicing motor activities provided by the disciplinary curriculum), must be oriented towards a multidimensional approach and carried out through alternative methods. This paper proposes an alternative assessment approach to the Physical Education discipline, by applying the portfolio method for students practicing independent sports tests, other than those offered by the USM, which can fully ensure the training of the specific skills of the discipline in other learning contexts.","PeriodicalId":269556,"journal":{"name":"Studia Universitatis Moldaviae. Seria Științe ale Educației","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126603338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-01DOI: 10.59295/sum5(165)2023_33
Florina-Teodora Biculescu
The article presents the results of theoretical research on the axiological reference framework of primary school students. Starting from the idea of the continuous nature of the learning process of human values, the scientific con-figuration of the Axiological Reference Framework (ARF) was based on the theoretical foundations that provided the premises for the relevant utilization of concepts such as values, value orientations, and axiological reference, as well as pedagogical theories related to values, trust, integration of value orientations, etc. The ARF model integrated various models (such as emotional intelligence-based education), paradigms (humanistic, constructivist, etc.), principles of value orientation formation, and mechanisms of value orientation formation, as promoted methodologically by primary education theory. Curricular determinants regarding the ARF highlight the priority values of students, including respect, kindness, self-education, reflection, resource management, learning management, resilience, creativity, excellence, assertiveness, empathy, innovation, autonomy, integrity, and responsibility. The study of the value formation process has led to the identification of phased mechanisms for the construction of the axiological reference framework in primary education, starting from value awareness to axiological affirmation, social validation, and axiological reflection oriented towards lifelong self-education. The axiological journey of students facilitates the consolidation of personal character traits adjusted to age-specific value orientations within the socio-educational axiological context from the perspective of educational policies.
{"title":"|The conceptual model of the axiological reference of primary school students","authors":"Florina-Teodora Biculescu","doi":"10.59295/sum5(165)2023_33","DOIUrl":"https://doi.org/10.59295/sum5(165)2023_33","url":null,"abstract":"The article presents the results of theoretical research on the axiological reference framework of primary school students. Starting from the idea of the continuous nature of the learning process of human values, the scientific con-figuration of the Axiological Reference Framework (ARF) was based on the theoretical foundations that provided the premises for the relevant utilization of concepts such as values, value orientations, and axiological reference, as well as pedagogical theories related to values, trust, integration of value orientations, etc. The ARF model integrated various models (such as emotional intelligence-based education), paradigms (humanistic, constructivist, etc.), principles of value orientation formation, and mechanisms of value orientation formation, as promoted methodologically by primary education theory. Curricular determinants regarding the ARF highlight the priority values of students, including respect, kindness, self-education, reflection, resource management, learning management, resilience, creativity, excellence, assertiveness, empathy, innovation, autonomy, integrity, and responsibility. The study of the value formation process has led to the identification of phased mechanisms for the construction of the axiological reference framework in primary education, starting from value awareness to axiological affirmation, social validation, and axiological reflection oriented towards lifelong self-education. The axiological journey of students facilitates the consolidation of personal character traits adjusted to age-specific value orientations within the socio-educational axiological context from the perspective of educational policies.","PeriodicalId":269556,"journal":{"name":"Studia Universitatis Moldaviae. Seria Științe ale Educației","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133318994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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