STUDENT ASSESSMENT IN TRADITIONAL AND PROGRESSIVE EDUCATION MODELS
STUDENT ASSESSMENT IN TRADITIONAL AND PROGRESSIVE EDUCATION MODELS

Author(s): Emina Jelešković
Subject(s): Education, School education, Sociology of Education
Published by: UNIVERZITET U SARAJEVU – PEDAGOŠKI FAKULTET
Keywords: assessment; traditional education; progressive education;
Summary/Abstract: Assessment is considered an integral segment of education and schooling. It is certainly true of traditional education systems, such as the one in Bosnia and Herzegovina. Teachers, students and their parents are well aware of the importance of marks in the education system in BiH. Apart from internal evaluation, which is carried out by individual teachers, there are also standardised tests and external evaluations of student achievement. Research studies suggest that marks and certain assessment methods may have negative effects on students and the learning process. The focus has shifted from the assessment of learning to the assessment for learning. Instead of traditional marking scales, other assessment methods are used, including student portfolio and self-assessment. In the recent period, more and more educators and scholars are supporting abolishment of marks in schools. The paper compares the assessment aspect of traditional and progressive education models. In addition, it analyses the perception of assessment by English teachers who teach English as a foreign language in secondary schools in Bosnia and Herzegovina. A survey questionnaire was used as an instrument to obtain relevant data from 88 English teachers who teach in secondary schools (N=88). Also, data were obtain from 2107 secondary school students (N=2107). The quantitative method was used to analyse descriptive statistics data pertaining to the participants, whereas the qualitative method was used to analyse the participants’ answers to open-ended questions in the questionnaire. The conclusion is that in Bosnia and Herzegovina traditional assessment methods are used predominantly. Teachers of English as a Foreign Language also use alternative methods of student assessment. However, the focus on marks and assessment remains one of the main features of the education system in the country.

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