• Snezhanka Dobreva Faculty of Education, Konstantin Preslavsky University of Shumen
Keywords: expert evaluator, forming evaluation, teacher review, feedback


The effectiveness of the modern person-oriented pedagogical discourse in native language is predetermined by the evaluation activities of the teaching process, by using evaluation as an educational strategy. This implies improving the effectiveness teacher's speech behavior as an expert evaluator in the direction of involving the student in the process of evaluation, which may have rich educational potential. The need for change of the docimological activities in native language is related to some fundamental didactic and methodological principles and current characteristics of evaluation practices in native- language education in Bulgarian schools (new normative framework, forming and holistic evaluation, constructive educational paradigm, text-oriented education in the native language, significance of the text for the socialization of the individ). There is a need for a change in the viewpoints to evaluation, it is necessary to consider it as a procedural strategy, as a process, continuing and complementing the education process. Obviously, it is crutial to insert the teacher's evaluation activity to the students’ written texts in an effective (continuous in time) communicative educational process of mutual exchange of feedback between the education participants. The activity models of modern native language education provoke also the need to include reviewing in a learning process of distributed activity among the participants in the educational discourse, as well as their shared responsibility for the implementation of evaluation activities. As a result of the multi-aspect analytical activity (of 1647 teacher reviews and data processing of three inquiries with a total of 438 participants) and a two-year experimental activity with 150 students the main aspects of successful educational change is outlined in the context of docimological activities, implemented in the native language education in the Bulgarian school in relation to written student discourse. The success of the educational change is measured by three indicators: activity and performance of the teacher; activity and performance of the student; organizing the learning process in the context of a changed type of pedagogical communication. The success of the change in the teacher's speech behavior is compatible with the results in two aspects – static (related to the refinement of the content, the structure, the form and the functional plan of the review and the explicit demonstration through it of respect to the author of the student text) and dynamic (related to the purposefulness of the succeeding reviews and supported by the teachers student actions for self-reflection about positive characteristics and necessity for correcting deficiencies; related to the frequency and variety of reciprocal exchange of feedback between the participants in the pedagogical discourse through written texts). The success of the student's behavior is measured by the results of the transformation of his/her behavioral model - from a passive recipient of information to a self-evaluating active and responsible for his/her further communicative development participant.


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How to Cite
Dobreva, S. (2018). EFFECTIVENESS OF THE PERFORMANCE OF NATIVE LANGUAGE TEACHER’S SPEECH BEHAVIOR AS AN EXPERT EVALUATOR OF STUDENTS’ WRITTEN TEXTS. Knowledge International Journal, 22(6), 1475 - 1480. Retrieved from https://ikm.mk/ojs/index.php/KIJ/article/view/2830