Volume/Issue :

Article type :

Case study

Page No :

34-39

Abstract :

According scientists, assessment is tightly connecting teachers, students, parents, school administration. Teacher’s (assessor’s) role is becoming especially important because school reform has changed attitude towards assessment and has created favourable conditions for new ways of assessment. Assessment can show student’s achievement qualitative and quantitative value. Students’ knowledge assessment shows what is known well or weak. Knowledge testing and assessing have a positive result when it is being checked systematically. But it is not good to assess only acquired knowledge. It is very important to make knowledge system, to deepen, to activate students. It is also important to find out how students use theory in practice. If you want to assess correctly, you need to know the forms and kinds of assessment. It is very important not to forget that students must know what they are to remember, because it is impossible to memorize everything. All students want to get good marks. There are several reasons why students react sensitively. From marks parents judge about their child’s abilities and even future profession. On the one hand knowledge assessment gives positive emotions, on the other hand, it gives negative ones. Thus, teachers have to be very careful while checking and assessing. Students themselves need to be assessed, because they can’t know if they study well. Geography teacher has got very wide possibilities to check students’ knowledge and skill. But the most important thing is that students’ knowledge become deeper and stronger if they are checked up systematically and interestingly.

Keywords :

knowledge assessment, assessment system, kinds of assessment, forms of assessment, assessment principles and criteria

References :

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Cite as :

Railienė, L. (2007). Moksleivių geografijos žinių vertinimas: principai, formos, metodika [Evaluation of knowledge of students on geography: Principles, forms, a technique]. Gamtamokslinis ugdymas / Natural Science Education, 4(1), 34-39. https://doi.org/10.48127/gu-nse/07.4.34