Religious Education Teacher in Secondary Education/MSc in Religious Education, NKUA, This email address is being protected from spambots. You need JavaScript enabled to view it.

Published:  Vol. VI, Issue 2 [ October 2022 ]

Pages:  65-90

 Category:  Articles (peer-reviewed)

DOI: https://doi.org/10.30457/050220225

Full text:  PDF [ Downloads: 419 ]

CrossRef:  0

Abstract:
The present research is related to the effectiveness of an evaluation technique, the "Most Significant Change", and how it works in the evaluation of the learning outcomes of educational programmes and the Religious Education. The research concerns the application of this technique in the educational programme "In his world" (2015-2018) to high school students (312) and the perceptions of secondary RE teachers (9) for the evaluation of the technique as an alternative means of evaluating the learning outcomes of Religious Education. Qualitative methods of data analysis were used, with some quantitative analysis. The research showed that the results of the evaluation are immediate and answer questions about the progress of a programme, while they are also unexpected that otherwise it would take twice as long to emerge. Most students refer to issues of identity and their relationships with peers, while teachers identify the strengths of the technique and its usefulness as it largely and deeply assesses the achievement of learning outcomes and promotes critical thinking, argumentation and the freedom of speech.

Key words:
Assessment, Technique of "Most Significant Change", Curriculum, Religious Education, Expected Learning Outcomes

Reference:
Κάργατζη, Ε. (2022). Οι αντιλήψεις και οι στάσεις των θεολόγων για την αξιολόγηση των μαθησιακών αποτελεσμάτων μέσω της τεχνικής της «Πιο Σημαντικής Αλλαγής» (Most Significant Change). Ελληνική Περιοδική Έκδοση για τη Θρησκευτική Εκπαίδευση/Greek Journal of Religious Education, 5(2), 65-90. DOI: 10.30457/050220225