| Abstrakt: |
The research of this problem aims to find and bring out relevant results on teaching in general and also within it, the level of students' knowledge, all of which is based on different taxonomies, with special emphasis based on the taxonomy of B. Bloom. Therefore, the teacher in the first place must have sufficient educational, social, cultural, pedagogical, psychological, axiological knowledge, and most importantly, the basis from which the learning process begins are the aims. If the aims of teaching are set correctly, clearly and precisely, successful learning can be eachieved to e grater extent. With successful learning comes successful assessment, where the teaching process and that of continuous assessment could be taken as two inseparable processes during the educational activities. The objectivity and professionalism of the teacher would be high and valid, respectively in the evaluation of knowledge and achievements of students. Our focus on the chosen topic will be on the assessment of students' knowledge and achievements based on Bloom's taxonomy, and as the main reason is undoubtedly the current state of assessment problems, about the competencies in terms of professional capacity of teachers during the process of student assessment. This process includes a number of basic concepts which will be elaborated in this paper in more detail. The purpose and rationale for choosing this research topic was from our need and interest in the development of the teaching and assessment process within students' knowledge levels and achievement, namely the actuality of Bloom's Taxonomy and its implementation in the teaching process while teaching and assessing students' knowledge, as a Taxonomy of great use in world-wide school practice. This was the main reason and purpose of giving an overview of the situation in our schools and at the same time of the teachers and also the influence of the organizers of the teaching process, the compilers of the school curricula, regarding the implementation and assessment based on the knowledge levels of Bloom’s Taxonomy. In this paper, a total of 120 teachers from the primary schools of the Municipality of Tetova were included, 60 of whom were class teachers and 60 were subject teachers. We used the teacher survey as a technique for this research, and we used a questionnaire consisting of 20 questions as the tool of the research. A special program for statistical analysis of data - SPPS ANOVA was used for data processing, where data was also presented by using tables and graphs, reflecting the situation in our schools based on the obtained results. [ABSTRACT FROM AUTHOR] |
