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3 Groenwald M.

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O pożytkach z diagnozy edukacyjnej płynących

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Groenwald M.

2009

tom 5

nr 9(1)

181-188

On the Benefits Deriving from Educational Diagnosis The paper addresses the issue of the benefits arising from educational diagnosis, to be obtained – presumably – by students, parents and education authorities. The attaining of information supporting the process of education and upbringing has been shown as examples of such benefits. These, however, having been interpreted in terms of either an educational success or a failure, can be the source of negative consequences for the people involved. At the institutional level, the attainment of data confirming the usability of education, and some consequences of treating usability as the greatest value has been paid attention to. It has been presented that if education serves the student’s sake only seemingly, then the diagnosis conducted within its frame turns only seeming and so does the benefit it leads to.

Wpływ procesów endogenicznych i egzogenicznych na edukację. Przypadek egzaminów szkolnych. Impact of endogenous and exogenous processes on education. The case of school examinations

100%

Groenwald M.

tom LXIV

Nadmiar jako problem diagnostyki edukacyjnej

100%

Groenwald M.

2015

tom 60(4 (238))

24-38

The article presents an analysis of the phenomenon of surplus in educational diagnostics and strategies of coping with it adopted by diagnosticians (and teachers). An application of analysis of interpretative practice allowed for a characterisation of surplus on several strata in terms of its: location, possession, type of understanding and valid prescriptivism. The analysis led to the recognition of strategies employed by diagnosticians with a view to combatting it, not perceiving it, using it as a new area of diagnostic search carried out within the educational reality.