Assessment Criteria with Teaching Methodology Courses: The Case of English and Mathematics - A Comparative Study

Abstract

The present research has as a main aim the identification of certain necessary conditions for the students to be interested in learning and obtaining good results in either Mathematics Teaching Methodology or English Language Teaching Methodology, with a focus on nominating the pedagogical factors involved in the assessment process of the students in these two subjects. The research was conducted on 80 students, aged 20-21 years, in their 2^nd year of studies at “Transilvania” University of Brasov, enrolled in the Teaching Methodology class. The assessment process with the courses consisted of several methods and techniques of evaluation: written, oral, portfolio, paper submission, role play, self-evaluation, or using interactive group methods. The conclusions drawn, after analyzing the questionnaires, the school documents, as well as the answers provided by the students on the occasion of the interview we had with them show that both their interest in the subjects and their learning performances rose in direct proportion to the appropriate and varied systematic assessment applied to each learning unit.