Browsing by Author "Routavaara, Kari"

This bachelor degree thesis is a literary survey where I examine the evaluation of comprehensive school in Finland. In this work I handle the formation of evaluation and the present state. I also consider the challenges facing with evaluating. My research questions are: How the evaluation of comprehensive school has been formed and what kind of princi-ples adjust the evaluation today? Evaluation lives and changes by time. The most known form of evaluation is a test measuring education at the end of a module with a scale from 4 to 10. Alternative ped-agogies exist. For example, Steiner school in Germany stood against neoliberal educa-tion policy in the early 20th century. Evaluating by numbers can be thought started as a part of a development of stats science in the 19th century. Know-hows were now measured and represented as numbers and that gave summarized information about the educational level of school to its developers. However, it was soon noticed that there were differences between the criteria of evaluate and people insisted similarity to its form. This debate, boiled down, was the birth of the modern curriculum which adjusts also the evaluating today. Nowadays there has been interests about evaluation beliefs of students. Experienced missions of evaluate can be divided into three categories: Encouraging, declaratory and external missions. Encouraging mission means for example feedback from teacher to student during school day. Declaratory mission means the number in a test for example and external missions can be seen as skills in later working life. Today the importance of evaluate is held high and it’s known to have affected all the way to the work life. The criteria of evaluation is the foundation to all teachers. It cre-ates shared roots to good and bad grades and defines goals and missions to evaluation. Teachers are in responsibility for evaluation in Finland. Curriculums are created by the National board of education. They produce, standardize and edit the criteria of evaluation.