Η παιδαγωγική τεκμηρίωση ως τεχνική αξιολόγησης στο αναλυτικό πρόγραμμα του Δημοτικού Σχολείου
Main Article Content
Pedagogical documentation as a technique for assessing the learning process has been widely employed in literature since its first implementation in the Reggio Emilia schools of Northern Italy. The present study highlights the various possibilities offered by pedagogical documentation to teachers to discern the special ways in which their students approach learning. Additionally, also examined is the implementation of pedagogical documentation as a tool of reflection which aims at the feedback of both students and the teacher in order to enhance learning. The study classifies the pedagogical documentation within the spectrum of formative assessment techniques and explores the distinct points that differentiate it from other forms of assessment. It concludes by proposing the inclusion of pedagogical documentation as an alternative assessment tool in the repertoire of established assessment techniques of the primary school curriculum.