<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>The school as a laboratory is the place where not only knowledge is processed, but also a set of training opportunities, to produce new knowledge and develop new skills; it therefore becomes a space for dialectical interaction, between theoretical and practical knowledge. Learning, within such a framework, becomes an active process, in which students build new ideas, and concepts based on their current / past knowledge. In the educational sphere, the concept of efficacy has assumed ever greater importance; therefore, there is a need to specify valid and reliable results indicators, capable of promoting the accountability process, to which the education system is subjected. This is also to be able to indicate the relationship between education processes and learning levels among students. In this direction, a useful tool can be represented by the self-assessment sections, capable of promoting reflection and / or revision of the goals achieved. In this regard, the conclusions of a study on Active Citizenship Education, promoted by the „Directorate-General for Culture and Education“ of the European Commission, which examined more than 100 projects in 33 countries, analyzing quality and governance factors, are used.</p>
</abstract>

The school as a laboratory is the place where not only knowledge is processed, but also a set of training opportunities, to produce new knowledge and develop new skills; it therefore becomes a space for dialectical interaction, between theoretical and practical knowledge. Learning, within such a framework, becomes an active process, in which students build new ideas, and concepts based on their current / past knowledge. In the educational sphere, the concept of efficacy has assumed ever greater importance; therefore, there is a need to specify valid and reliable results indicators, capable of promoting the accountability process, to which the education system is subjected. This is also to be able to indicate the relationship between education processes and learning levels among students. In this direction, a useful tool can be represented by the self-assessment sections, capable of promoting reflection and / or revision of the goals achieved. In this regard, the conclusions of a study on Active Citizenship Education, promoted by the „Directorate-General for Culture and Education“ of the European Commission, which examined more than 100 projects in 33 countries, analyzing quality and governance factors, are used.

Experiential Learning and Educational Tools for Self-assessment in Schools

Polish Journal of Educational  Studies

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"Experiential Learning and Educational Tools for Self-assessment in Schools"}

The school as a laboratory is the place where not only knowledge is processed, but also a set of training opportunities, to produce new knowledge and develop...

Experiential Learning and Educational Tools for Self-assessment in Schools

Data publikacji: 03 kwi 2020

Zakres stron: 79 - 93

DOI: https://doi.org/10.2478/poljes-2019-0006

Słowa kluczowe
Events learning, evaluation of school learning, self-assessment, skills assessment levels

© 2019 Vincenzo Nunzio Scalcione, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Experiential Learning and Educational Tools for Self-assessment in Schools

Data publikacji: 03 kwi 2020

Zakres stron: 79 - 93

DOI: https://doi.org/10.2478/poljes-2019-0006

Słowa kluczoweEvents learning, evaluation of school learning, self-assessment, skills assessment levels

© 2019 Vincenzo Nunzio Scalcione, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Słowa kluczowe
Events learning, evaluation of school learning, self-assessment, skills assessment levels