Browsing by Author "Talmon, Anni"

Aims. Previous researches has suggested that the teacher can by evaluation and oral feedback affect students' self-content either in a positive or a negative way (Ihme, 2009, s. 59). The aim of this study was to research and analyze elementary school teachers' views and opinions about holistic evaluation, especially about discrepancies and authorities that appear in evaluation together with evaluation which develops student's self-content. The purpose of this study is to describe and develop evaluation that takes place in school and research the importance of supporting student's positive self-content in learning. Methods. The study was executed as a qualitative case study and all together three teacher took part in as cases. The data was collected by interviewing the teachers and by observing their oral feedback in the classroom. The data was analyzed using discourse-analysis. The analysis focused mostly for the teachers' interview data, which the observation data was meant to complete. Results and conclusions. The results of this study were that in spite of the age, gender or working-experience, all of the cases considered the importance of the versatile evaluation and that supports the development of student's self-content. The study was also suggesting that according the interview data the teachers' ideological thinking did not always extend into a practical level, but also the two traditions appearing in curriculum and the resources affected for the evaluation. For this reason this study suggest that the evaluation and development of students' self-content is a part of a wider social phenomenon. The study also suggested that teachers' evaluation did not always support students' self-content in a best possible way and for that reason teachers should put effort also for their own action while supporting the development of students positive self-content.