Η ατομική έναντι της ομαδικής αξιολόγησης του γραπτού λόγου σε μαθητές με υψηλή σχολική επίδοση Δ΄– ΣΤ΄ Δημοτικού

Περίληψη

In the present study, skills and knowledge of the writing were evaluated with informal tests based on the curriculum to pupils with high school performance, aged 9-12. The aim was to explore what the pupils know and what they can do individually and as a group, in relation to their optimal development and the curriculum objectives. 22 students were tested individually and 34 students were tested in the group level. We thought that such investigation will give us the opportunity for useful conclusions for the evaluation process and for the ability of informal tests to describe pupils’ deficits and abilities in writing effectively.