Review article
https://doi.org/10.15516/cje.v22i4.3806
The Docimologically Based Evaluation of Knowledge in Vocational Education of Healthcare Professionals
Dejan Živanović
orcid.org/0000-0001-8232-9368
; College of vocational studies for the education of preschool teachers and sports trainers Department of biomedical sciences Banijska 67, 24000 Subotica, Serbia
Jovan Javorac
orcid.org/0000-0002-8567-8974
; College of vocational studies for the education of preschool teachers and sports trainers Department of biomedical sciences Banijska 67, 24000 Subotica, Serbia
Adriano Friganović
orcid.org/0000-0002-9528-6464
; University of applied health sciences Department of nursing Mlinarska cesta 38, 10000 Zagreb, Croatia
Evangelos Fradelos
; University of Thessaly Department of nursing Larissa, 41500 Larissa, Greece
Abstract
Diversity of teaching curriculum in vocational subjects requires the application of
different didactic-methodical approaches to teaching, and thus different methods for
students’ knowledge evaluation. Objective assessment of knowledge is the imperative
of the quality vocational education of healthcare professionals; in the evaluation of
students’ progress and final assessment of students’ knowledge, the formative and
summative methods are commonly used during or after the course of a particular
subject. Modern higher education insists on objectivity and scientific foundation of
the evaluation process, which is the main reason why the didactic docimology has
finally received a deserved place in the pedagogical practice in the last decades. The
aim of this paper is to emphasize the importance of the unconditional appliance of
scientific principles in students’ knowledge evaluation, critically analyze elements of
the existing objective methods of assessment in vocational education of healthcare
professionals, and to emphasize the social and professional significance of the
student’s final grade, which should be an unambiguous indicator of acquired
professional skills of a graduate student of healthcare sciences.
Keywords
final grade; formative knowledge assessment; healthcare science; skills; summative knowledge assessment
Hrčak ID:
250626
URI
Publication date:
20.12.2020.
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