Ocena i ocenianie akademickie z perspektywy studentów wczesnej edukacji: między infantylizacją a partnerstwem edukacyjnym

Abstrakt

Assessment is an integral part of the educational process at every stage, including higher education. The aim of this article, based on the results of our own research, is to explore and analyze how students of preschool and early school education understand and experience academic assessment and evaluation, as well as to analyze the roles these processes play in their lives. The study, grounded in the interpretive paradigm, employed a qualitative written interview method, using an open-ended questionnaire. Thirty-six students of preschool and early school education participated in the study. An analysis of the collected material allowed us to identify two main analytical categories: formal and non-formal dimensions of assessment. The results indicate that, in addition to the classic roles of diagnostic, motivational, and selective assessment, academic assessment plays key roles in the emotional and social dimensions. The summary draws conclusions regarding the need to transform the assessment culture towards educational partnership, pointing out specific implications for academic teaching and students’ future professional careers.