PLANNING, DESIGN, AND EVALUATION ACTIVITIES - A SYSTEM TO DEVELOP STUDENTS’ GNOSTIC APPROACH
PLANNING, DESIGN, AND EVALUATION ACTIVITIES - A SYSTEM TO DEVELOP STUDENTS’ GNOSTIC APPROACH

Author(s): Natalia Nastas, Valerii Filipov, Ecaterina Lungu
Subject(s): Social Sciences, Education, Communication studies, Adult Education, Educational Psychology, Pedagogy
Published by: CEEOLPRESS
Keywords: Teaching activity; education; portfolio; self-evaluation; communication;
Summary/Abstract: The portfolio has an important role in the educational process for all study subjects in the university system, justified by the need to measure the efficiency of the training process in order to obtain relevant information on student results. The portfolio provides the necessary feedback to all those involved in education, representing a set of actions and operations, which creates a good mood, awakens the motivation to research, discovers, and acquires new content independently or through cooperation. An important component of the modernised curriculum is assessment, which must pursue a dual purpose: control and guidance. The evaluation will be carried out by the teacher during all the activities of the educational process and will target not only the competences formed and knowledge in terms of information, but also capacities, qualities, and attitudes. The purpose of developing the portfolio resides in confirming the fact 532 that it is provided in university curricula and the didactic projects developed by the teachers, being mastered by the students as well. The portfolio is made in a certain context, which depends very much on the age of the one who prepares it, on the specifics of the discipline, on the taxonomic level of the factors that determine the choice of the didactic strategy by the teacher (objectives/purposes, level of motivation, quantity, and complexity of the contents didactic, the level of education of the students, the reserved time, the previously applied didactic strategies and the professionalism of the teacher.

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