Classroom-based and Online-based Evaluation of Students and Comparative Analysis of Their Achievements in both Scenarios

Year 2021, Volume: 23 , 83 - 87, 31.12.2021

Vladimir Kuzmanovıć Sanda Baljoševıć

https://doi.org/10.55549/epess.1071436

Abstract

The COVID19 pandemic made a significant impact on every aspect of everyday life. Educational systems around the world applied different strategies in fighting the limitations imposed by their governments. Some countries opted to continue normal schooling while applying all epidemic measures, some opted for online schooling, some to tele-schooling and others applied combined regime of schooling. The educational system in the Republic of Serbia in the school year 2020/2021 was organized as a combination of standard classroom-based teaching with all epidemic measures and television-based distance teaching-learning. After the epidemic situation worsened, all schools shifted to online-based distance teaching-learning. In this paper we will explain the student evaluation process in both the combined regime of schooling and in the online distance teaching of mathematics in elementary school “Ujedinjene nacije” in Belgrade, Serbia. Also, we will introduce the mathematics teaching methodology and evaluation methodology applied in both cases. After that, we will compare the student achievements in both classroom-based and online-based evaluation and discuss problems we encountered during the evaluation in both scenarios. Finally, we will draw conclusions on evaluation methodology and obtained results and propose possible solutions to the problems we were faced with.

Keywords

mathematics teaching methodology, student evaluation, distance teaching-learning

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