The Influence of the Teachers’ Gender and Working Experience on the Monitoring and Evaluation of the High School Students’ Achievements in the Republic Of Macedonia

Abstract

The processes of didactic innovation of the objectives, contents and methods for pure realization of the teaching process, embrace the component for monitoring and evaluation of the students’ achievements. Actually, as all the other changes in the teaching process are caused, not only by the new understanding of the education sciences, but also by the large economical, cultural, social and political changes in our society, so is the system for monitoring and evaluation of the students achievements greatly influenced by the social evaluation system, as its subsystem. The society, whose previous (socialistically based) evaluation system fell apart, hasn’t managed to build new evaluation system yet, adequate to all the other changes in it. What will the testing and the assessment be like in one school or in the teaching process in a specific school subject, depends greatly, and very often only (no matter of the demands of the normative acts by which they are regulated), on the way they are taken into consideration by the teachers in that school, what kind of teaching they perform as well as how they teach the students and how the students learn. This is the reason why in the frames of this research we study the impact of the gender and working experience of the teachers on the already existing system’s functionality for monitoring and evaluation of the high school students’ achievements. In that order, 110 teachers from different nationalities from the area around municipality Gostivar are surveyed, bearing the fact that the highest percent of them 56,25% still prefer the oral examination, and also the percent is highest 67,76%  among those focused on the examination of the reproductive knowledge. The reforms that are carried out in the frames of the educational system of the Republic of Macedonia need thorough researching of the current condition and the reasons that generate the previously mentioned condition, as well. These researches contribute in greater orientation towards the quality of the students’ achievements and the studying processes as well, but not only towards the studying results, i.e. in the focus of the studying process appear the educational outputs which enable students acquiring competencies.

Keywords: Evaluation, students’ achievements, Curriculum, Didactic innovations