Gladiola Busulla<\/p>\n
\u00a0\u00a0\u00a0\u00a0P\u00ebrse vler\u00ebsimi formativ \u00ebsht\u00eb m\u00eb efektiv sesa vler\u00ebsimi p\u00ebrmbledh\u00ebs?<\/strong><\/p>\n N\u00eb sistemin arsimor modern, vler\u00ebsimi nuk \u00ebsht\u00eb m\u00eb thjesht nj\u00eb mjet p\u00ebr t\u00eb matur njohurit\u00eb e nx\u00ebn\u00ebsve, por nj\u00eb proces i r\u00ebnd\u00ebsish\u00ebm p\u00ebr t\u00eb mb\u00ebshtetur zhvillimin e tyre personal dhe akademik. N\u00eb k\u00ebt\u00eb kontekst, vler\u00ebsimi formativ po fiton gjithnj\u00eb e m\u00eb shum\u00eb v\u00ebmendje si nj\u00eb qasje m\u00eb efektive krahasuar me vler\u00ebsimin p\u00ebrmbledh\u00ebs.<\/p>\n \u00c7far\u00eb \u00ebsht\u00eb vler\u00ebsimi formativ?<\/em> Vler\u00ebsimi formativ ndodh gjat\u00eb procesit t\u00eb t\u00eb m\u00ebsuarit dhe ka p\u00ebr q\u00ebllim t\u00eb ndihmoj\u00eb nx\u00ebn\u00ebsin t\u00eb kuptoj\u00eb se ku ndodhet n\u00eb rrug\u00ebtimin e tij arsimor, \u00e7far\u00eb duhet t\u00eb p\u00ebrmir\u00ebsoj\u00eb dhe si mund ta b\u00ebj\u00eb k\u00ebt\u00eb. Ai p\u00ebrfshin komentet konstruktive t\u00eb m\u00ebsuesit, vet\u00ebvler\u00ebsim dhe reflektim nga ana e nx\u00ebn\u00ebsit, vler\u00ebsim nga bashk\u00ebmoshatar\u00ebt dhe s\u00eb fundmi p\u00ebrshtatje t\u00eb metodave t\u00eb m\u00ebsimdh\u00ebnies sipas nevojave t\u00eb nx\u00ebn\u00ebsve.<\/p>\n \u00c7far\u00eb \u00ebsht\u00eb vler\u00ebsimi p\u00ebrmbledh\u00ebs?<\/em> Vler\u00ebsimi p\u00ebrmbledh\u00ebs kryhet n\u00eb fund t\u00eb nj\u00eb periudhe m\u00ebsimore dhe ka p\u00ebr q\u00ebllim t\u00eb jap\u00eb nj\u00eb vler\u00ebsim p\u00ebrfundimtar t\u00eb njohurive t\u00eb nx\u00ebn\u00ebsit. Ai p\u00ebrdoret p\u00ebr t\u00eb vendosur nota, p\u00ebr t\u00eb p\u00ebrfunduar nj\u00eb modul apo p\u00ebr t\u00eb raportuar arritjet.<\/p>\n Nd\u00ebrkaq vler\u00ebsimi formativ konsiderohet m\u00eb efektiv sepse mb\u00ebshtet zhvillimin individual. Nx\u00ebn\u00ebsit marrin udh\u00ebzime t\u00eb vazhdueshme q\u00eb i ndihmojn\u00eb ata t\u00eb p\u00ebrmir\u00ebsohen. Gjithashtu, vler\u00ebsimi formativ rrit motivimin, pasi nx\u00ebn\u00ebsit ndihen m\u00eb t\u00eb angazhuar, kur e konstatojn\u00eb p\u00ebrparimin e tyre. Ky vler\u00ebsim zhvillon mbi t\u00eb gjitha aft\u00ebsit\u00eb e t\u00eb menduarit kritik. Vet\u00ebm k\u00ebshtu reflektimi dhe vet\u00ebvler\u00ebsimi mund t\u2019i ndihmojn\u00eb nx\u00ebn\u00ebsit, t\u00eb kuptojn\u00eb m\u00eb mir\u00eb procesin e t\u00eb m\u00ebsuarit. Duke p\u00ebrshtatur m\u00ebsimdh\u00ebnien, m\u00ebsuesit mund t\u00eb ndryshojn\u00eb strategjit\u00eb e tyre, bazuar n\u00eb nevojat reale t\u00eb klas\u00ebs.<\/p>\n N\u00eb nj\u00eb koh\u00eb kur arsimi po p\u00ebrpiqet t\u00eb jet\u00eb m\u00eb gjithp\u00ebrfshir\u00ebs dhe m\u00eb i orientuar drejt nx\u00ebn\u00ebsit, vler\u00ebsimi formativ paraqitet si nj\u00eb mjet i fuqish\u00ebm p\u00ebr t\u00eb nd\u00ebrtuar nj\u00eb kultur\u00eb t\u00eb t\u00eb m\u00ebsuarit aktive, reflektuese dhe t\u00eb q\u00ebndrueshme. Ai nuk mat vet\u00ebm at\u00eb q\u00eb nx\u00ebn\u00ebsi di, por ndihmon n\u00eb formimin e asaj q\u00eb ai do t\u00eb dij\u00eb.<\/p>\n Vler\u00ebsimi formativ nuk \u00ebsht\u00eb thjesht nj\u00eb alternativ\u00eb tjet\u00ebr ndaj vler\u00ebsimit p\u00ebrmbledh\u00ebs, por ai \u00ebsht\u00eb nj\u00eb filozofi q\u00eb vendos nx\u00ebn\u00ebsin n\u00eb qend\u00ebr t\u00eb procesit arsimor. Duke ndihmuar nx\u00ebn\u00ebsit t\u00eb kuptojn\u00eb, t\u00eb reflektojn\u00eb dhe t\u00eb p\u00ebrmir\u00ebsohen, ai krijon nj\u00eb mjedis adekuat, ku t\u00eb m\u00ebsuarit t\u00eb b\u00ebhet nj\u00eb proces i q\u00ebndruesh\u00ebm, i vet\u00ebdijsh\u00ebm dhe i motivuar.<\/p>\n Por si lindi vler\u00ebsimi formativ? Sokrati konsiderohet si nj\u00eb nga pionier\u00ebt e hersh\u00ebm t\u00eb vler\u00ebsimit formativ. Ai p\u00ebrdorte pyetje t\u00eb thella p\u00ebr t\u00eb nxitur mendimin kritik dhe p\u00ebr t\u00eb kuptuar nivelin e t\u00eb kuptuarit t\u00eb nx\u00ebn\u00ebsve , nj\u00eb teknik\u00eb q\u00eb sot njihet si \u201cdialog sokratik\u201d. N\u00eb vitin 1967, filozofi dhe edukatori Michael Scriven prezantoi termat formative<\/em> dhe summative evaluation<\/em> p\u00ebr t\u00eb dalluar vler\u00ebsimin q\u00eb ndihmon zhvillimin nga ai q\u00eb mat p\u00ebrfundimet. N\u00eb vitet 1990, Paul Black dhe Dylan Wiliam n\u00eb Britanin\u00eb e Madhe publikuan studime q\u00eb treguan se vler\u00ebsimi formativ ka ndikim t\u00eb madh n\u00eb p\u00ebrmir\u00ebsimin e rezultateve t\u00eb nx\u00ebn\u00ebsve, ve\u00e7an\u00ebrisht atyre me performanc\u00eb m\u00eb t\u00eb ul\u00ebt. Vler\u00ebsimi formativ \u00ebsht\u00eb ciklik, jo linear dhe p\u00ebrfshin mbledhje t\u00eb vazhdueshme t\u00eb informacionit, analiz\u00eb, reagim dhe p\u00ebrshtatje t\u00eb m\u00ebsimdh\u00ebnies. N\u00eb fakt nuk ka nj\u00eb p\u00ebrkufizim t\u00eb vet\u00ebm p\u00ebr vler\u00ebsimin formativ. Studiuesit bien dakord p\u00ebr parimet, por jo p\u00ebr nj\u00eb formulim t\u00eb sakt\u00eb, ndaj kjo e b\u00ebn at\u00eb fleksib\u00ebl dhe t\u00eb adaptuesh\u00ebm n\u00eb kultura t\u00eb ndryshme arsimore. N\u00eb dekadat e fundit, vler\u00ebsimi formativ \u00ebsht\u00eb b\u00ebr\u00eb pjes\u00eb e politikave arsimore n\u00eb shum\u00eb vende. Sistemet arsimore nordike e kan\u00eb institucionalizuar si pjes\u00eb t\u00eb kurrikul\u00ebs komb\u00ebtare. OECD (Organizata p\u00ebr Bashk\u00ebpunim dhe Zhvillim Ekonomik)<\/strong> \u00a0e ka p\u00ebrfshir\u00eb n\u00eb udh\u00ebzimet p\u00ebr m\u00ebsimdh\u00ebnie cil\u00ebsore. UNESCO e ka promovuar vler\u00ebsimin formativ si nj\u00eb mjet p\u00ebr t\u00eb nd\u00ebrtuar nj\u00eb arsim gjithp\u00ebrfshir\u00ebs, t\u00eb drejt\u00eb dhe cil\u00ebsor. N\u00eb dokumentet si \u201cEducation 2030 Framework for Action\u201d dhe \u201cInclusive and Equitable Quality Education\u201d, UNESCO thekson:<\/p>\n Vler\u00ebsimi formativ ndihmon n\u00eb zbulimin e pengesave n\u00eb t\u00eb nx\u00ebnit, ve\u00e7an\u00ebrisht p\u00ebr nx\u00ebn\u00ebsit me nevoja t\u00eb ve\u00e7anta ose q\u00eb vijn\u00eb nga grupe t\u00eb margjinalizuara.<\/p>\n Ai \u00ebsht\u00eb nj\u00eb mjet p\u00ebr t\u00eb personalizuar m\u00ebsimin, duke e b\u00ebr\u00eb m\u00eb t\u00eb aksesuesh\u00ebm p\u00ebr t\u00eb gjith\u00eb.<\/p>\n Vler\u00ebsimi formativ parashtrohet si nj\u00eb alternativ\u00eb ndaj testimeve t\u00eb standardizuara, t\u00eb cilat shpesh nuk reflektojn\u00eb diversitetin e nx\u00ebn\u00ebsve.<\/p>\n <\/p>\n \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 P\u00ebrgatiti: M.A. Gladiola Busulla<\/strong><\/p>\n \u00a0(M\u00ebsuese e legjitimuar n\u00eb shkenca humanitare)<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":" Gladiola Busulla \u00a0\u00a0\u00a0\u00a0P\u00ebrse vler\u00ebsimi formativ \u00ebsht\u00eb m\u00eb efektiv sesa vler\u00ebsimi p\u00ebrmbledh\u00ebs? N\u00eb sistemin arsimor modern, vler\u00ebsimi nuk \u00ebsht\u00eb m\u00eb thjesht nj\u00eb mjet p\u00ebr t\u00eb matur njohurit\u00eb e nx\u00ebn\u00ebsve, por nj\u00eb proces i r\u00ebnd\u00ebsish\u00ebm p\u00ebr t\u00eb mb\u00ebshtetur zhvillimin e tyre personal dhe akademik. N\u00eb k\u00ebt\u00eb kontekst, vler\u00ebsimi formativ po fiton gjithnj\u00eb e m\u00eb shum\u00eb v\u00ebmendje si […]<\/p>\n","protected":false},"author":3,"featured_media":3609,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[8],"tags":[],"class_list":["post-3608","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinione"],"_links":{"self":[{"href":"https:\/\/migjeni.se\/index.php\/wp-json\/wp\/v2\/posts\/3608","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/migjeni.se\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/migjeni.se\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/migjeni.se\/index.php\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/migjeni.se\/index.php\/wp-json\/wp\/v2\/comments?post=3608"}],"version-history":[{"count":1,"href":"https:\/\/migjeni.se\/index.php\/wp-json\/wp\/v2\/posts\/3608\/revisions"}],"predecessor-version":[{"id":3610,"href":"https:\/\/migjeni.se\/index.php\/wp-json\/wp\/v2\/posts\/3608\/revisions\/3610"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/migjeni.se\/index.php\/wp-json\/wp\/v2\/media\/3609"}],"wp:attachment":[{"href":"https:\/\/migjeni.se\/index.php\/wp-json\/wp\/v2\/media?parent=3608"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/migjeni.se\/index.php\/wp-json\/wp\/v2\/categories?post=3608"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/migjeni.se\/index.php\/wp-json\/wp\/v2\/tags?post=3608"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}