Final exam grade calculator

In educational reform currently undertaken in education, assessment work is becoming increasingly important since been to pick the teacher to assess the extent to which the objectives were achieved educational process and its difficulties.

In preschool, the final exam evaluation document retains characteristics didactic evaluation, measurement and aimed at assessing the knowledge, skills and abilities acquired by children in the educational act. At the same time, the assessment aims and formative aspects of the teacher labor materialized in attitudes and behaviors acquired through learning preschool.

Final exam grade calculator or evaluation

Actions evaluative role it be to improve and improve the work grade evaluative group is also the starting point as the work is adequate education needs and real possibilities to meet them, and evaluation plays a regulatory role.



It is meant to regulate the work of educator provides information about the quality of teaching, about the organization and realization of the educational content and the extent to which the content is closely related to learning capacity of children.
Based on the information provided by the act evaluative, guiding and regulating the educational process should be done permanently and continuously.

Besides regulating role of the teaching process, the evaluation shall also serve as remedial manifested in close connection with the necessity of acquiring a character, dynamic, simple process.

While traditional evaluation mirrored volume and level of knowledge and information (quantitative aspect), currently in evaluation are important guidance functions (stewardship learning the essential contents), and regulating and self-regulating.

Because kindergarten is predominantly active in a formative-educational purposes and prospective assessment of preschool children it is difficult and allow short-term forecasts.

Evaluation of the children asks patiently, painstakingly recording the responses or observations educator.

Assessment for concrete work carried out by a teacher, prerequisites are: theoretical and practical knowledge of the particularities of children’s competence goals defined, inventory of possible performance they offer formal curriculum.

The assessment will better serve the objectives of the educational process, if integrated into this process and will not be by his previous work. Acts to be integrated into teaching – learning leading to their continued improvement, thus improving their performance continues to improve so provided, however, to comply with certain pedagogical requirements:

• Compare preparing preschoolers with subject specific objectives and operational study of each activity. No one is allowed to surrender and ask for another evaluation.
• Formulating a number of questions for verifying the essential knowledge and skills in the subject taught. Evaluation is not relevant if it finds that a child knows well or very well only 1-2 issues of material evaluation.

The assessment should not inhibit them children, to demotivate but rather to stimulate to learn bine.Ca meet this requirement, the evaluation should be designed and presented natural children as a common task and not as a penalty, as a scarecrow.

The final exam evaluation results are translated into physical and intellectual abilities and skills, cognitive skills, will and character traits.

Important is that at the end of each activity, preschoolers to improve results, to behave according to the rules laid down by mutual agreement.

In different educational contexts some of these concepts may be ways through which is led evaluative process, while in other circumstances can become a means of gathering, processing information and social communication teacher – student. So between them changes depending on the context. The animals and their functionality when we are talking about the road / path followed by the teacher and student in the evaluative about how they collect information in activity Evaluative we could talk alike, both about “assessment methods” and about “assessment methods” in the sense of including the latter phrase in both methods and processes or procedures specific to this approach.

Assessment methods for student achievement are not important in itself, but in relation to educational situations in which they are used. Their importance is determined mainly by the application in the most appropriate situations. Each method, technique or assessment tool has advantages and disadvantages. They target different cognitive capacities and therefore do not offer all the same information about the teaching process. Because of that diversity objectives and teaching activity, no method and no instrument can be considered universal for all skills and all contents. Therefore, they can not provide a comprehensive picture, full of changes and student outcomes.

Tracking and verification as to achieve complex remit and objectives targeted in the training and education are obtained by combining various methods, techniques and evaluation tools and using every time, the most suitable.