Course Details

1. Define and contrast the different types of evaluation and assessment and outline the necessity of assessment in pre-primary education.
2. Identify and explain the different theoretical schemes of evaluation and assessment and interpret the theoretical standpoints of major theorists.
3. Explain, analyze and evaluate the theoretical background of dynamic assessment, and approve or reject assessment schemes and construct new schemes.
4. Define and describe the goals, the objectives and the different criteria of educational evaluation and assessment.
5. Present with clarity and explain the main principles of assessment.
6. Define the meaning and content of the methodology of evaluation and assessment in pre-primary education and present and contrast basic methods of assessment.
7. Identify and explain the different phases of assessment, as well as the means and methods of assessment in pre-primary education.
8. Outline ways of documenting assessment results and analyze and express opinions regarding the utilization of assessment results.

·         Definition, content and approaches of educational evaluation: Definitions of evaluation and assessment. Definitions of types and approaches of educational assessment.

·         Importance of assessment in pre-primary education: Importance and meaning of evaluation in education.

·         Interpretation and analysis of schemes of evaluation: Theoretical schemes of evaluation and assessment.Dynamic assessment.

·         Principles of evaluation and assessment: Goals, objectives and the different criteria of educational assessment. Principles of educational assessment in pre-primary education.

·         Methods of assessment: Observation, portfolio, assessment checklists etc. Phases and stages of evaluation and assessment. The development and organization of student portfolios in pre-primary education.

·         Evaluation in pre-primary education: Assessment of the pre-school child (Sattler, Meisels etc.) and assessment of the educator. Documentation and utilization of assessment results.

• Kingore, B. (2010). Αξιολόγηση στο νηπιαγωγείο. Αθήνα, Δίπτυχο
• Gullo, D.F. (2010). Αξιολόγηση της ανάπτυξης του παιδιού προσχολικής ηλικίας και του εκπαιδευτικού έργου. Αθήνα, Παπαζήσης.

• Δημητρόπουλος, Ευστ. (2001). Εκπαιδευτική Αξιολόγηση – Η αξιολόγηση του μαθητή. Αθήνα, Γρηγόρης.
• Δημητρόπουλος, Ευστ. (1999). Εκπαιδευτική Αξιολόγηση – Η αξιολόγηση της εκπαίδευσης και του εκπαιδευτικού έργου. Αθήνα, Γρηγόρης.
• Καρατζά – Σταυλιώτη Ε. & Δημητρόπουλου Χ. (2006). Αξιολόγηση, αποτελεσματικότητα και ποιότητα στην εκπαίδευση. Εκπαιδευτικός Σχεδιασμός και Οικονομία. Αθήνα, Gutenberg.
• Κασσωτάκη, Μ. (2003). Η αξιολόγηση της επίδοσης των μαθητών. Αθήνα, Γρηγόρης.
• Παπαναστασίου, Κ. (1993). Μέτρηση αξιολόγησης της εκπαίδευσης. Λευκωσία, Παιδαγωγικό Ινσιτούτο.
• Τσαλκατίδου – Ταρατόρη, Ε. (2001). Η αξιολόγηση της σχολικής επίδοσης του μαθητή. Θεσσαλονίκη, Αδελφοί Κυριακίδη.

The course consists of the delivery of lectures by the professor, as well as the use

of co-operative learning techniques and reviews of case studies.

Lecture notes and presentations are available through the web for students to use in combination with the textbooks. The e-learning platform of the university is used as an educational aid to this course.