The Docimologically Based Evaluation of Knowledge in Vocational Education of Healthcare Professionals / Dokimološki utemeljeno vrednovanje znanja u strukovnom obrazovanju zdravstvenih radnika

Diversity of teaching curriculum in vocational subjects requires the application of different didactic-methodical approaches to teaching, and thus different methods for students’ knowledge evaluation. Objective assessment of knowledge is the imperative of the quality vocational education of healthcare professionals; in the evaluation of students’ progress and final assessment of students’ knowledge, the formative and summative methods are commonly used during or after the course of a particular subject. Modern higher education insists on objectivity and scientific foundation of the evaluation process, which is the main reason why the didactic docimology has finally received a deserved place in the pedagogical practice in the last decades. The aim of this paper is to emphasize the importance of the unconditional appliance of scientific principles in students’ knowledge evaluation, critically analyze elements of the existing objective methods of assessment in vocational education of healthcare professionals, and to emphasize the social and professional significance of the student’s final grade, which should be an unambiguous indicator of acquired professional skills of a graduate student of healthcare sciences. Key words: final grade; formative knowledge assessment; healthcare science; skills; summative knowledge assessment. - Raznolikost nastavnoga plana i programa u strucnim predmetima zahtijeva primjenu razlicitih didakticko-metodickih pristupa poucavanju, a samim tim i razlicitih metoda ocjenjivanja znanja studenata. Objektivno ocjenjivanje znanja imperativ je kvalitetnoga strukovnog obrazovanja zdravstvenih radnika. U vrednovanju napretka studenata i konacnoj procjeni njihovoga znanja, uobicajeno se koriste i sumativne i formativne metode, tijekom ili nakon pojedinoga nastavnog tecaja. Moderno visoko obrazovanje uvjetuje na objektivnosti i znanstvenoj utemeljenosti procesa vrednovanja, sto je glavni razlog zasto je didakticka dokimologija u posljednjim desetljecima konacno dobila zasluženo mjesto u pedagoskoj praksi. Cilj je ovoga rada naglasiti važnost bezuvjetne primjene znanstvenih nacela u evaluaciji znanja studenata, kriticki analizirati elemente postojecih objektivnih metoda ocjenjivanja u strukovnom obrazovanju zdravstvenih radnika te naglasiti drustveni i profesionalni znacaj studentove zavrsne ocjene, koja bi trebala biti nedvosmislen pokazatelj stecenih profesionalnih vjestina diplomiranoga studenta zdravstvenih znanosti. Kljucne rijeci: formativna procjena znanja; sumativna procjena znanja; vjestine; zavrsna ocjena; zdravstvene znanosti. Normal 0 false false false EN-US X-NONE X-NONE