Constructivism In European School Pedagogy: Evaluation Criteria

Description

This research undertakes a literature review of the operationalisation of constructivism in European school pedagogy, with particular focus on the evaluation criteria used to assess the learning outcomes of 13-year-old students (Grade 7 in Latvia, the final year of ISCED level 2). The review examines how student performance is evaluated within constructivist approaches. The EBSCOhost, ERIH Plus, Google Scholar, Scopus, and Web of Science databases were used to select a total of 46 publications for further analysis. Three categories of evaluation criteria in constructivist approaches were identified, namely, context-based criteria, internal resource criteria, and criteria related to expected results, alongside an explanation of the persistent conceptual ambiguity. Based on these findings, the paper identifies and discusses criteria for assessing student performance in constructivist learning environments.

Period	23 Oct 2023
Event title	World Conference on Teacher Education (WCTE-2023)
Event type	Conference
Location	Milan, ItalyShow on map
Degree of Recognition	International