摘要：Educational assessment is one of the main components in pedagogical process. The quality of education highly depends on an assessment system.
In the framework of Bologna Process the Tuning Project has suggested 100 point, multicomponent grading system. The share of each component depends on specificity of a subject, according to teacher’s views.
Going through the assessment systems in universities of different countries, including Georgia, it appeared, that:
- In many countries it is not defined a purpose of an assessment. In other words, what exactly is measured by the assessment system – knowledge or students’ work during the semester.
- The final grade is made out by summarizing marks, received in all midterm evaluations during the semester and on final exam, which is not agree with the evaluation principles of knowledge. It does not mentioned in Bologna documents about such approach to an assessment.
The hypothesis of the research is: The final grade at the end of the semester should be made out on a final exam, and not by summarizing marks received in different components. This marks should be taken into account by the teacher or administrative arrangements should be made against them, confirmed by the faculty of the university.
The purpose of the research is to prove if the assessment system in Georgian higher schools meet the common pedagogical requirements of educational assessment.
The research has been conducted in higher schools of Tbilisi, using questionnaire.
Results of research:
- In the framework of one common assessment system of the university it should be taken into account the specificity of a subject.
- Educational assessment system should evaluate the student’s knowledge.
- The final grade at the end of the semester should be made out by summarizing marks received in midterm evaluations.
- Grades in midterm evaluations should be taken into account by the teacher or by the faculty of the university.
