Η αξιολόγηση του μαθητή: ανάδειξη διαφοροποιημένων σημασιοδοτήσεων της έννοιας

Περίληψη

This article aims to clarify the differentiations in the meaning of the concept of evaluation, when the context of the latter is: A. Different conceptual systems of the pedagogic field namely: 1. Empirical Pedagogy, 2. Interpretive Pedagogy and 3. Critical Pedagogy. B. The sociological theories and more specifically: 1. Functionalist Theory and 2. Conflict theory. At the same time the article identities the common elements of Functionalism and Empirical Pedagogy and their respective constructions of the meaning of evaluation. It is argued that it is these elements and the corresponding meanings which support a view of the practice of evaluation which is based on the criterion of the result attained. These also justify and legitimate a process of pupils- selection which is socially determined. It is also argued that to overcome the contradictions, which are created by the fragmentary use of the concept of evaluation at the level of school practices, the teachers need to become familiar with the different contexts within which the meaning of evaluation is created and transformed.