μοντέλα εκπαιδευτικής αξιολόγησης

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Transcript of μοντέλα εκπαιδευτικής αξιολόγησης

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  • if you want to succeed, you need to continually be getting things done and moving on to the next goal as quickly as possible. Your mind is always on the next task, the next accomplishment, the next person you need to talk to. In the process, you sacrifice the presentforgoing personal happiness, enduring negative feelings and tremendous stressbecause you believe the eventual payoff is worth it. As a consequence, you get caught up in frantic and anxious workaholism. You may find yourself asking, What am I doing right now to help reach my future goals? If youre not asking yourself this question, then your manager, partner, or colleagues probably are. And if your answer is nothing, you may feel bad. Thus the need to constantly be doing something to improve yourself.

    2016 , . 3

    : Seppala, E. (2016). The Happiness Track. UK: Piatkus

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  • Youre caught up in the compulsion to constantly achieve, always adding meat to your bio and feathers to your cap. You havent finished one task before your mind is on to the next one. You work hard to clear things off your to-do list, and then immediately fill it up again. You might be working on a presentation or article, but your mind is already on the topic you will cover in the next one. Even at home you might be doing dishes, but your mind is making a mental list of other chores you need to tackle.

    2016 , . 5

    : Seppala, E. (2016). The Happiness Track. UK: Piatkus

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  • This tendency to focus on getting things done is of course not categorically negativeaccomplishments are good things! Yet constantly focusing on the next thing ironically ends up keeping you from the very success you are chasing. When everyone embraces the view that each minute is an opportunity to accomplish more and move ahead, you get caught up in this perspective and dont stop to question whether its working for you. And you may even pride yourself on your willpower.

    2016 , . 7

    : Seppala, E. (2016). The Happiness Track. UK: Piatkus

  • 2016 , . 8 By AntAM - Own work, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=49770326

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  • Evaluation is probably as old as the human

    race, dating from the time humans first made a

    judgment about whether building campfires and

    using weapons helped them to survive. Indeed,

    evaluation is an essential human activity that

    is intrinsic to problem solving, as humans (a)

    identify a problem, (b) generate and implement

    alternatives to reduce its symptoms, (c)

    evaluate these alternatives, and then (d) adopt

    those that results suggest will reduce the

    problem satisfactorily. As humans, we will

    always be faced with problems whose solutions

    require evaluation so that effective action can

    be taken.

    2016 , . 10

    : History of Evaluation William R. Shadish & Jason K. Luellen. In Encyclopedia of Evaluation, edited by Sandra Mathison. Sage.

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    By David Stanley from Nanaimo, Canada - Prehistoric Rock Paintings, CC BY 2.0, https://commons.wikimedia.org/w/index.php?curid=51016097

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    Atomium in Brussels, Belgium

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    DNA Lego Model

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    : , , . (. 57) : , ., , ., & , . (2015). . : www.kallipos.gr

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    , . , - . (. 57)

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    2016 , . 18

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    : , ., , ., & , . (2015). . : www.kallipos.gr

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    T . . Tyler, Metfessel & Michael, Provus Hammond. (. 59)

    : , ., , ., & , . (2015). . : www.kallipos.gr

  • 2016 , . 21

  • Tyler

    2016 , . 22

    : , ., , ., & , . (2015). . : www.kallipos.gr

  • Hammond

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    Hammond: 90

    2016 , . 23

    : , ., , ., & , . (2015). . : www.kallipos.gr

  • 2016 , . 24

  • Provus

    (Discrepancy Evaluation Model)

    2016 , . 25

    : , ., , ., & , . (2015). . : www.kallipos.gr

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    T - , (.. , , ..). Alkin Stufflebeam. (. 62)

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    2016 , . 28

    : , ., , ., & , . (2015). . : www.kallipos.gr

  • 2016 , . 29

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    T , . . Scriven, Eisner Borich. (. 64)

    : , ., , ., & , . (2015). . : www.kallipos.gr

  • 2016 , . 31

  • Scriven

    Scriven (1967) (Goal Free Evaluation). , , . Scriven , , - ( ). (p. 65)

    2016 , . 32

    : , ., , ., & , . (2015). . : www.kallipos.gr

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    . , , (interaction) (.. , , ). , - . Stake Guba (. 64)

    : , ., , ., & , . (2015). . : www.kallipos.gr

  • 2016 , . 36

    (educational effectiveness) : ;, - ;. , , - , (.. , , ..). Creemers & Kyriakides (2008) (. 64)

    : , ., , ., & , . (2015). . : www.kallipos.gr

  • 2016 , . 37

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    , , , , (Senge, 1990) (. )

    : , ., , ., & , . (2015). . : www.kallipos.gr

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  • 2016 , . 44 By Jean-Pol GRANDMONT - Own work, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=10328058

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