Negatywne strony standaryzacji systemów oceniania

Celem artykułu jest ukazanie negatywnych skutków towarzyszących standaryzacji systemów oceniania uczniów i studentów, odchodzenia od odpytywania, preferowania testów, najlepiej jednokrotnego wyboru. Zwrócono uwagę na fakt, że testy pisemne wprawdzie zwiększają obiektywizm, ale też nie zapewniają pełnej porównywalności wyników i nie likwidują subiektywizmu oceny.

In the Polish education system, a lot of emphasis is placed on standardization and comparability of grading systems, starting from primary school to university studies. This is to be achieved by a departure from oral answers and giving preference to written tests, particularly multiple-choice questions, external examinations and uniformisation of curricula. These measures are producing many positive results. In case of geography, they serve not only to reduce the element of subjectivity in assessment (although ensuring full comparability is not possible), but also allow for practising map-reading skills. However, there are also negative side effects. They include in particular: worse quality of self-presentation skills, worse results in longer oral presentations, lack of regional education content in external lower and upper secondary school examinations (although a lot of emphasis is put on it in the curriculum). The paper also identifies certain frequent methodological errors in preparing tests in geography, and points out that all written tests require that instructions be given in a elear and detailed way; they cannot be clarified as in an oral examination, and therefore students may misunderstand what they are supposed to do - and such answers will also be evaluated.