https://doi.org/10.31261/CHOWANNA.2006.26.04
The author of the article attempts to examine the impact of using computers in the evaluation of students, which is a crucial factor in assessing the quality of the educational system but, more importantly, in understanding students' knowledge. Evaluation is understood and positioned differently within the learning process. It is often equated with grading students or assessing teachers' performance, and less frequently viewed as a broader teacher-driven process aimed at enhancing the effectiveness of education. In the literature, evaluation is most commonly described as a method used by teachers to analyze students' social activities and their effectiveness in achieving educational goals. Teachers are expected to develop diagnostic tools, possess knowledge and skills related to social interaction and development, and apply these skills in the learning process. Modern changes in education require teachers to adopt a new perspective on assessment and examination methods. Based on didactic practice and experimental research, it has been found that the use of educational computer programs improves the conditions and methods of evaluating students' knowledge and skills. These improvements result from the increased variety of assessment tasks, the use of computer simulations, support in preparing and conducting evaluations, and, most notably, the ability to create natural didactic situations that assess students' ability to apply their knowledge.
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Vol. 1 No. 26 (2006)
Published: 2025-08-18
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