Abstract: Students assessment is an extremely important aspect of modern education, representing not only the measurement of student knowledge and skills, but also providing valuable feedback on the progress and development of each student.
The use of a variety of assessment methods is essential to address the challenges faced by teachers and educational institutions themselves. These methods should take into account the individual needs of students and promote the development of their social-emotional skills. Such an approach not only helps reduce assessment stress, but also improves the overall learning environment and motivation to learn.
In the Bulgarian education system, tests are one of the most used methods for assessing students’ knowledge and skills. Despite their popularity, there are questions about their effectiveness and adequacy compared to other methods. The article answers the questions whether the test is the most preferred method for assessing students’ mathematical knowledge and skills, which are the most appropriate assessment methods and tools used by mathematics teachers, what challenges they face in assessing students’ mathematical knowledge and skills. Data collected through a survey were analyzed and some aspects in the evaluation of the educational process in mathematics were identified.
Keywords: assessment, test, methods, means
ЛИТЕРАТУРА
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Black, P., Wiliam, D. (2006). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice., 5 (1): 7-74. Routledge, London, http://dx.doi.org/10.1080/0969595980050102
Kohn, A. (2000). The Case Against Standardized Testing: Raising the Scores, Ruining the Schools. Education Review.
Koretz, D. (2008). Measuring Up: What Educational Testing Really Tells Us. Harvard University Press
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OECD, (2019). PISA 2018 Results (Volume I): What Students Know and Can Do. OECD Publishing
Zwick, R. (2002). Fair Game? The Use of Standardized Admissions Tests in Higher Education. New York: RoutledgeFalmer.
REFERENCES
Andreev, M. (1995). Otsenyavaneto v uchilishte. Sofia: UI „Sv. Kliment Ohridski“.
Bizhkov, G. (1996). Metodika na didakticheskite testove. Sofia: Narodna prosveta.
Black, P., Wiliam, D. (2006). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice., 5 (1): 7-74. Routledge, London, http://dx.doi.org/10.1080/0969595980050102
Kohn, A. (2000). The Case Against Standardized Testing: Raising the Scores, Ruining the Schools. Education Review.
Koretz, D. (2008). Measuring Up: What Educational Testing Really Tells Us. Harvard University Press
Lemann, N. (1999). The Big Test: The Secret History of the American Meritocracy, Farrar, Straus and Giroux.
MON (2005). Natsionalna programa za razvitie na uchilishtnoto obrazovanie i preduchilishtnoto vazpitanie i podgotovka 2006 – 2015.
OECD, (2019). PISA 2018 Results (Volume I): What Students Know and Can Do. OECD Publishing
Zwick, R. (2002). Fair Game? The Use of Standardized Admissions Tests in Higher Education. New York: RoutledgeFalmer.
Author Info:
Chief Assist. Prof. Manya Stoyanova Maneva, PhD
Department for Information
and In-service Teacher Training
Trakia University – Stara Zagora, Bulgaria
е-mail: manya.maneva@trakia-uni.bg
29. Manya Maneva
English 
Български