On some methods of achieving a continuous and differentiated assessment in linear algebra and analytic and differential geometry courses and seminars

• Author: Monica A.P. Purcaru
• Position: Transilvania University of Brasov
• Pages: 31-38

Bulletin of the Transilvania University of Braşov

Series VII: Social Sciences • Law • Vol. 10 (59) No. 2 - 2017

ON SOME METHODS OF ACHIEVING A

CONTINUOUS AND DIFFERENTIATED

ASSESSMENT IN LINEAR ALGEBRA AND

ANALYTIC AND DIFFERENTIAL GEOMETRY

COURSES AND SEMINARS

Monica A.P. PURCARU1

Abstract: This paper aims at highlighting some aspects related to

assessment as regards its use as a differentiated training strategy for Linear

Algebra and Analytic and Differential Geometry courses and seminars. Thus,

the following methods of continuous differentiated assessment are analyzed

and exemplified: the portfolio, the role play, some interactive methods and

practical examinations.

Key words: differentiated assessment, portfolio, role play, interactive

methods, practical examinations

1. Introduction

Eliminating the admission examination at most universities has created situations where

courses reunite from graduates of art high schools to laureates of school Olympics.

Presenting attractive courses under these conditions is a challenge beyond scientific

research (Căuş, 2015). Following the previous idea, we believe that at least for the

continuous assessment in the first few weeks (sometimes even during the whole year,

depending on the occasion) the teacher must also find ways to differentiate the

assessment.

“The assessment method is, in fact, the shared teacher-student pathway leading to the

implementation of any evaluative approach in order to collect information about the

process and the product of learning, processing and capitalizing on various purposes.”

(Manolescu, 2010, p.159).

Differentiation and individualization of education is an old pedagogical issue, but

always current, because people differ from one another not only in their way of thinking

and being, but also in their ability and rhythm of learning, and in their attitude towards it

(Jinga, 2005).

Differentiated work with students in Mathematics courses and seminars means the

choice of scientific contents, training strategies appropriate to their teaching – learning –

assessment, according to the possibilities and particularities of the students.

1 Transilvania University of Braşov, mpurcaru@unitbv.ro