THE EMOTIONALITY OF STUDENTS AND THE EVALUATION OF LEARNING
THE EMOTIONALITY OF STUDENTS AND THE EVALUATION OF LEARNING

Summary/Abstract: Every successful teacher is aware that his behaviour, lectures, comments, expressions of judgements, and appreciation of achievements among students is constantly followed by students. Starting from this conclusion, the teacher should be aware that his comments, judgments, assessment, significantly influence the student's self-confidence and enthusiasm in the learning process. For this reason, the teacher should be maximally constructive when giving feedback to the student. For a teacher, constructiveness as a way of behaving, is especially important in situations when working with students with learning difficulties and who do not achieve the expected results. The delivery of the teacher's comments about the engagement and learning of a student should be well thought out in order not to cause a counter-effect, or a downside in his work and progress. If the teacher wants to comment on the achievements and the progress of the student, it would be most appropriately and most productively if those comments are presented in the direction of his greater engagement and work rather than on his personality and his psycho-physical characteristics on which his advancement would depend. This survey has an aim to show that by independent evaluation of the achievements and accomplishments of their classmates, students can better understand the learning goals and outcomes required from them and at the same time they are encouraged to develop skills for real monitoring and assessment of the realization of learning goals and outcomes.

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