By
focusing more on the learner, the teaching objectives facilitate the
learning assessment. Thus, diagnostic, formative and summative
assessments make it possible to redefine the globality of assessing act
as well as the interdependence between the different moment when it
takes place.
Besides,
the pedagogical objectives insist on the principle that only what has
been clearly stated can be assessed at the end of the learning process.
Because he focuses his action on the learner and his learning process,
the teacher determines the teaching objectives in terms of development,
decides on the choice of appropriate methods, situations, assessment
tools, ways of reinvesting pre-requisites and types of remedial work.
Thus
the meaning of assessment changes: from being a final external
sanctioning action (normative, summative and certificative), it becomes
the driving force for learning.
It allows judgement and appropriation on one hand and motivation on the other hand.
Through
making the learning objectives explicit, the teacher proposes to give
the learner meaning to his task, and shows him that the result to reach
is accessible.
The
proper wording of these objectives clarifies the object of the learning
process. It is only then that a great autonomy can be achieved.
Even
if all the pupils do not achieve the same objectives at the same time,
their formulation facilitates the organisation of a personalized
pedagogy and gives new impulse to the learner’s involvement.
Mutual
commitment between teacher and learner through a language
comprehensible to both partners allows a better definition of the
contract between teacher and learner, that is to say the result to be
achieved by the learner.
It
will also facilitate the identification of the different commitments of
each partner, the final evaluation of the project and improve
communication between the partners.
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