This paper titled “the dilemma of evaluation in Social Studies, the need for dynamic evaluation” sought to make a case for effective evaluation that can reliably and validly appraise learning outcomes in Social Studies to ensure proper realization of the goals of Social Studies. The paper examined the concept of evaluation, considering the formal and officially recognized evaluation techniques that are used in grading, promotion and award of certification and how deficient they could be if used in Social Studies as they rarely can assess affective abilities. The paper also took a look at the objectives of Social Studies at the different levels of learning within the Nigerian context and questioned the possibilities of realizing those objectives with the use of test, oral questions and other formal techniques employed in evaluation within our education structure. Also, considered where other evaluation techniques that can be employed in the Social Studies classroom ranging from Socio-metric techniques, observation, use of checklist to mention but a few. The paper recommended that evaluation in the cognitive domain should not be the only bases on which promotions from one class to another, certifications and awards be made but the affective domain should be included in making such judgment, also, the teaching of social studies as a school subject should emphasize more of “being” than accumulation of knowledge and this can be achieved when teaching and learning shift from the conventional classroom methods of lecturing and “teacher impacting knowledge” to student centered methods. Keywords: Evaluation, Social Studies, Cognitive and Affective Domain, Learning Objectives.
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Psychology and Education
Learning assessment has been widely addressed by theorists and researchers; however, most of them have focused their attention on the relationship between teaching and assessment, leaving student participation behind. Therefore, the objective of this research is precisely to interpret the perceptions that students have regarding the assessment of their learning in the area of social sciences. The research is of a mixed type, not experimental, with a descriptive and narrative design in the qualitative area. The results in the perception of assessment indicate that 1.7% consider it adequate, 95.4% not very adequate and 2.9% inadequate; in the cognitive dimension 4.6% adequate, 92.5% not very adequate and 2.9% inadequate; in the procedural dimension 1.2% adequate, 82.1% not very adequate and 16.7% inadequate, and in the attitudinal dimension 12.4% adequate, 83.9% inadequate and 3.7% inadequate. These students’ perceptions are conclusive, so therefore, their role, opinion and perception about evaluation should be taken into consideration, since they are the main actors in the education system. In this sense, teachers should reflect on and improve their form of assessment and place emphasis on ensuring that students understand how they will be assessed and change their perception of assessment. Finally, students should actively participate in planning and modifying pedagogical documents in order to meet their needs and contribute to strengthening the teaching-learning process.
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Social Education Research
The Ghana government proposed to implement school-based assessment (SBA) in all pre-tertiary education institutions to replace the continuous assessment in 2007. However, any research is yet to be conducted in Biakoye District to find out the benefits of school-based assessment in the teaching and learning of Social Studies. This study examined the benefits of school-Based Assessment as an innovation in Ghanaian educational system in the learning of Social Studies. The descriptive survey was adopted by the study. A total of 40 Social Studies teachers from Biakoye District were purposively selected for the study. It was found that even though the majority of the Social Studies teachers have never attended workshop on the use of SBA, they implemented it in assessing students. The Social Studies teachers used for the study also indicated that the SBA has a lot of benefits in the teaching and learning of Social Studies. The study recommends that workshops should be organized for teacher.
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In the main part of this text an analysis of the objectives expected as part of the assessment of a student's " performance " in sociopolitical education subjects is provided. Αt the same time, a detailed explanation is given of how relevant the concept of a student's " performance " is, as regards many of his/her qualities assessed through the assessment process in question. Initially, an attempt is made to explain how and why each assessment, either of students or the learning process, is linked with values deriving from the dominant culture at the time and aligned linearly with the dominant-ruling perceptions in the field of education and society. The analysis is based on a bibliographic approach with the most significant of its secondary objectives being to promote the link that the teaching method should have with the assessment of a student's performance. Thus, by elaborating on the subject in such a way, useful recommendations are indirectly made to the teacher of sociopolitical education subjects concerning even the key objectives that his teaching approach, methods and content should exhibit, as far as the students are concerned, both in primary and secondary education.
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Procedia - Social and Behavioral Sciences
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Procedia - Social and Behavioral Sciences
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The purpose of this study is to examine the problem s encountered especially with measurement and assessment, during application of the 7 th grade Social Studies Curriculum, to provide possib le solutions, to implement these solutions and to evaluate the re sults. Action research method was conducted mainly in three phase s; the first phase included defining the problem, the second pha se included developing, implementing and monitoring an action p lan, the third phase included determining teacher’, pupils’ and pa rents' opinions about the action plan and solutions proposed by the m. The participants of the study consisted of a social stu dies teacher, thirty seventh grade students and their parents in Maltepe district of Istanbul. Semi-structured interviews and observatio ns, open-ended questionnaire, informal observations and interviews were conducted to gather the data. Data was analyzed in conformity with descriptive data analysis. The general conclusions reached in t he stu.
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Abstract This study was conducted to reveal the opinions of social studies teachers about alternative assessment and evaluation techniques. The research was carried out on 61 social studies teachers working in the provinces of Hatay, Kilis and Gaziantep in the fall semester of 2014-2015 school year. In this study in which the opinions of social studies teachers participating in the research about alternative assessment and evaluation techniques were received, the method of qualitative research was used and since an existing situation is presented, case study technique was used. In ac-cordance with the data obtained at the end of the study, the following results were reached: Social studies teachers mostly prefer the traditional assessment and evalua-tion techniques, they don't have sufficient knowledge about alternative assessment and evaluation techniques and they use the concept maps among the alternative as-sessment and evaluation techniques. Besides, it is understood that the teachers mostly have the problem shortage of time in the application stage of alternative as-sessment and evaluation techniques and that they generally see the most important benefit of alternative assessment and evaluation techniques as the ability to evaluate students in every aspect. Key Words: Social studies teachers, assessment and evaluation, alternative assessment and evaluation techniques. Özet Yapılan bu çalışma sosyal bilgiler öğretmenlerinin alternatif ölçme değer-lendirme teknikleri hakkındaki görüşlerini ortaya koymak amacıyla yapılmıştır. Araştırma 2014-2015 eğitim öğretim yılı güz döneminde Hatay, Kilis ve Gaziantep illerinde görev yapan toplam 61 sosyal bilgiler öğretmeni üzerinde gerçekleştirilmiştir. Araştırmaya katılan sosyal bilgiler öğretmenlerinin alternatif ölçme değerlendirme teknikleri hakkındaki görüşlerinin alındığı bu çalışmada nitel araştırma yöntemi kullanılmış ve var olan durumun ortaya konmasından dolayı da durum çalışması tekniği kullanılmıştır. Çalışma sonunda elde edilen veriler doğrul-tusunda şu sonuçlara ulaşılmıştır: Sosyal bilgiler öğretmenlerinin daha çok gele-neksel ölçme değerlendirme tekniklerini tercih ettikleri, alternatif ölçme değer-lendirme teknikleri hakkında yeterli düzeyde bilgi sahibi olmadıkları, alternatif ölçme değerlendirme tekniklerinden kavram haritalarını kullandıkları tespit edilmiştir. Bunun yanında alternatif ölçme değerlendirme tekniklerinin uygulaması aşamasında öğretmenlerin zaman sıkıntısı yaşadıkları ve öğrenciyi her yönüyle değerlendirmede alternatif ölçme değerlendirme tekniklerinin olumlu etkiye sahip olduğuna ulaşılmıştır. Anahtar Kelimeler: Sosyal bilgiler öğretmenleri, ölçme değerlendirme, al-ternatif ölçme değerlendirme teknikleri.
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European Journal of Educational Sciences
This study investigates the social studies curriculum applied in 4th 5th 6th and 7th grades in Turkeyaccording to the principle of balance, which is one of the guiding principles of curriculum development. The research is conducted with a case study of qualitative research methods. The research is designed with a holistic case study design. Research data were collected by the methods of the interview with social studies teachers, observation in 4th 5th 6th and 7th grades and document review of the course objectives in the social studies curriculum and analyzed by content analysis technique. The reliability of the data was calculated with the multi-degree Kappa coefficient based on the agreement between the observers and the opinion agreement for the opinions. According to the results of the study, it was found out the principle of balance was generally neglected, and there is balance with regards to the past and present, different cultures and local culture, close and distant enviro.
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