| Popis: |
The article examines various aspects of assessing the degree to which the students have operationalized the terms studied in a given learning unit, as well as the finer points of formulating definition-related items in a docimologic test. Of all known types of items – objective, semiobjective, and subjective – it is the objective ones that are deemed to be the most suitable for this purpose. While the examples we offer were inspired by the gymnasium-level Romanian Language and Literature national curriculum, they are based on general principles, which may be applied to any school subject when the assessor wishes to devote a certain percentage of test content to the definitions, rules, and algorithms the students were expected to learn. Composing a summative test becomes a test in itself for the assessor who knows how to build one, ensuring that all targeted concepts, rules, and algorithms are verified through the relevant knowledge, comprehension, and application items, which, in turn, facilitates the solving of analysis, synthesis, and creativity items. |
