{"id":5411,"date":"2016-12-04T06:07:47","date_gmt":"2016-12-04T06:07:47","guid":{"rendered":"http:\/\/iteach.ro\/experientedidactice\/?p=5411"},"modified":"2016-12-04T06:23:11","modified_gmt":"2016-12-04T06:23:11","slug":"testul-docimologic-elaborat-de-catre-profesor","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/testul-docimologic-elaborat-de-catre-profesor","title":{"rendered":"Testul docimologic elaborat de c\u0103tre profesor"},"content":{"rendered":"

Procesul de evaluare \u015fi notare impune o tratare\u00a0 unitar\u0103. Pe baza informa\u0163iei de care dispune, profesorul \u00eencadreaz\u0103 pe cel examinat \u00eentr-o anumit\u0103 categorie: buni, mediocri, slabi.\u00a0 \u00cen timpul\u00a0 examin\u0103rii, evaluatorul culege noi informa\u0163ii, care confirm\u0103 sau nu informa\u0163iile\u00a0 anterioare.\u00a0 Adesea, la profesori, se manifest\u0103 o tendin\u0163\u0103 involuntar\u0103 pentru a reduce distan\u0163a dintre nota presta\u0163iei respective \u015fi notele anterioare. Se poate ajunge la situa\u0163ii\u00a0 c\u00e2nd la un elev \u201ebun\u201d, gre\u015felile s\u0103 fie trecute cu vederea, iar pentru elevul \u201eslab\u201d s\u0103 se contabilizeze riguros. Se poate \u00eent\u00e2mpla ca \u00een procesul\u00a0 de\u00a0 evaluare s\u0103 apar\u0103\u00a0\u00a0 divergen\u0163e\u00a0 de\u00a0 notare, c\u00e2nd acela\u015fi produs \u015fcolar este notat diferit de profesori diferi\u021bi sau de acela\u015fi examinator, c\u00e2nd apreciaz\u0103 la momente diferite.
\n\u00cen articol sunt prezentate considera\u021bii generale asupra evalu\u0103rii, \u00een particular \u00een ce prive\u0219te testul docimologic \u0219i modul de alc\u0103tuire al unui test docimologic elaborat de c\u0103tre profesor, cu prezentarea unui model, a baremului de notare \u0219i a unei variante de corectare-notare, cu recomandarea ca asemenea teste s\u0103 fie concepute \u0219i realizate aproape la toate disciplinele, pentru obi\u0219nuirea elevilor cu lucrul la asemenea teste, \u00een vederea preg\u0103tirii lor pentru Evalu\u0103rile na\u021bionale.
\n<\/p>\n

O etap\u0103 \u00een realizarea procesului de evaluare a elevilor este\u00a0 notarea\u00a0 lor. \u015etiin\u0163a care se ocup\u0103\u00a0 de\u00a0 problemele\u00a0 examin\u0103rii\u00a0 \u015fi not\u0103rii\u00a0 este\u00a0 docimologia, care analizeaz\u0103 \u015ftiin\u0163ific modurile de notare, variabilitatea not\u0103rii la examinatori diferi\u0163i \u015fi la acela\u015fi examinator, factorii\u00a0 subiectivi ai not\u0103rii, precum\u00a0 \u015fi mijloacele menite s\u0103 contribuie la asigurarea obiectivit\u0103\u0163ii examin\u0103rii.<\/p>\n

Av\u00e2nd \u00een vedere necesitatea evalu\u0103rii c\u00e2t mai complete\u00a0 \u015fi\u00a0 corecte,\u00a0 printr-un ansamblu de sarcini de lucru complex, am conceput o structur\u0103 de test de\u00a0 evaluare,\u00a0 test docimologic, pe\u00a0 baza c\u0103reia am realizat, pentru fiecare clas\u0103 de gimnaziu \u00een parte, c\u00e2te un test pe fiecare semestru.<\/p>\n

Testul cuprinde 5 grupe de itemi. Prima grup\u0103 cuprinde itemi obiectivi cu alegere multipl\u0103,\u00a0 format din 10 \u00eentreb\u0103ri cu r\u0103spunsuri la alegere\u00a0 din\u00a0 trei\u00a0 variante,\u00a0 pentru fiecare r\u0103spuns corect acord\u00e2nd 3 puncte,\u00a0 \u00een\u00a0 total\u00a0 30\u00a0 pentru\u00a0 aceast\u0103\u00a0 grup\u0103.\u00a0 Grupa\u00a0 a\u00a0 doua cuprinde itemi obiectivi de tip\u00a0 pereche, fiind necesar\u0103 stabilirea leg\u0103turilor dintre 5 no\u0163iuni, fiecare valor\u00e2nd 4\u00a0 puncte, \u00een total 20. Grupa a\u00a0 treia\u00a0 format\u0103 \u015fi ea din itemi obiectivi, cu alegere dual\u0103 \u00eens\u0103, este\u00a0 alc\u0103tuit\u0103\u00a0 din\u00a0 5 enun\u0163uri,\u00a0 pentru\u00a0 care\u00a0 trebuie\u00a0 stabilit\u00a0 valoarea\u00a0 de\u00a0 adev\u0103r,\u00a0 respectiv adev\u0103rat sau fals, fiecare r\u0103spuns corect\u00a0 valor\u00e2nd\u00a0 2\u00a0 puncte,\u00a0 \u00een\u00a0 total\u00a0 10\u00a0 puncte\u00a0 pentru aceast\u0103 grup\u0103. A patra grup\u0103, cu itemi subiectivi, se axeaz\u0103 pe \u00een\u0163elegerea \u015fi explicarea sensului,\u00a0 \u00een\u0163elesului\u00a0 unei no\u0163iuni, const\u00e2nd \u00een explicarea, definirea a dou\u0103\u00a0 no\u0163iuni, fiecare de 5 puncte, \u00een total 10 puncte pentru aceast\u0103 grup\u0103. Ultima grup\u0103, a cincea,\u00a0 se\u00a0 bazeaz\u0103 pe itemi semi-obiectivi cu r\u0103spuns scurt de completare \u00een care\u00a0 se cere\u00a0 completarea\u00a0 a\u00a0 4\u00a0 enun\u0163uri fiecare valor\u00e2nd 5 puncte,\u00a0 \u00een\u00a0 total\u00a0 20\u00a0 pentru\u00a0 aceast\u0103\u00a0 grup\u0103.\u00a0 Se\u00a0 acord\u0103\u00a0 din oficiu 10 puncte ajung\u00e2nd astfel la un\u00a0 total\u00a0 de\u00a0 100\u00a0 puncte,\u00a0 corespunz\u0103toare notei 10 (zece), ob\u0163inut prin \u00eemp\u0103r\u0163irea punctajului maxim realizat, la zece.<\/p>\n

Nota pentru fiecare elev \u00een parte se va determina prin \u00eemp\u0103r\u0163irea punctajului realizat la 10, urm\u00e2nd ca nota final\u0103 s\u0103 fie\u00a0 rotunjit\u0103\u00a0 \u00een\u00a0 sus, de la cinci zecimi. Astfel voi utiliza rela\u0163ia:
\nnota = punctaj ob\u021binut \/ 10<\/em><\/p>\n

\u00cen continuare, prezint un model de test:<\/p>\n

Disciplina: EDUCA\u021aIE TEHNOLOGIC\u0102
\nTest de evaluare pe semestrul II, clasa a V-a\u2026\u2026\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Elev\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026…………………… \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Data……………………………..<\/p>\n

I. Alege\u0163i r\u0103spunsul corect: \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a030 puncte<\/strong><\/em>
\n1. Laptele are con\u0163inut ridicat de:
\na.- amidon\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 b.- s\u0103ruri\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 c.- calciu \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u2026.
\n2. Este produs nealimentar valorificat:
\na.- l\u00e2na\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 b.- carnea\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 c.- laptele \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u2026.
\n3. Valorificare produselor se realizeaz\u0103 prin:
\na.- depozitare\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 b.- v\u00e2nzare\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 c.- fierbere \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u2026.
\n4. Friptura de miel se serve\u015fte la masa de:
\na.- Revelion\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 b.- Pa\u015fte\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 c.- Cr\u0103ciun \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u2026.
\n5. Gr\u0103simile sunt furnizate de:
\na.- sm\u00e2nt\u00e2n\u0103\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 b.- p\u00e2ine\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 c.- fructe \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u2026.
\n6. Cea mai mare cantitate de lapte pentru consum este de:
\na.- capr\u0103\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 b.- oaie \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 c.- vac\u0103 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u2026.
\n7. Face parte din categoria vaselor pentru g\u0103tit:
\na.- tirbu\u015fonul\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 b.- crati\u0163a\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 c.- toc\u0103torul \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u2026.
\n8. Prepararea termic\u0103 a alimentelor \u00eenseamn\u0103:
\na.- g\u0103titul\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 b.- r\u0103zuirea\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 c.- congelarea \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u2026.
\n9. Furculi\u0163a face parte din categoria:
\na.- tac\u00e2muri\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 b.- dispozitive\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 c.- aparate \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u2026.
\n10. Personalul care serve\u015fte preparate \u015fi b\u0103uturi clien\u0163ilor este:
\na.- buc\u0103tarul\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 b.- cofetarul\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 c.- osp\u0103tarul \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u2026.<\/p>\n

I I. Stabili\u0163i leg\u0103tura dintre coloana A \u015fi coloana B \u00a0 \u00a0 \u00a020 puncte<\/strong><\/em>
\nA \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0B
\nfierbere\u2026\u2026\u2026\u2026\u2026……\u20261. \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0a\u2026 sl\u0103nin\u0103 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 …..
\ncoacere\u00a0\u00a0 \u2026\u2026\u2026…\u2026\u2026….2. \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 b\u2026 ciorb\u0103 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0…..
\npr\u0103jire \u2026\u2026..\u2026.\u2026\u2026………3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 c\u2026 castrave\u0163i mura\u0163i \u00a0 \u00a0 \u00a0 \u00a0 …..
\nconservare\u00a0 prin murare .4. \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 d\u2026 cozonac \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 …..
\nafumare \u2026\u2026….\u2026…\u2026\u2026..5. \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 e\u2026 \u015fni\u0163el \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 …..<\/p>\n

I I I. Stabili\u0163i valoarea de adev\u0103r a enun\u0163urilor, aleg\u00e2nd litera A dac\u0103 considera\u0163i
\nc\u0103 este adev\u0103rat \u015fi F dac\u0103 este fals. \u00a0 \u00a0 \u00a0 10 puncte<\/strong><\/em>
\n1.- Depozitarea produselor se face \u00een \u00eenc\u0103peri uscate, curate, aerisite, cu temperatur\u0103,
\nlumin\u0103 \u015fi igien\u0103 necesar\u0103.
\nA\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 F \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0…..
\n2.- La o mas\u0103 festiv\u0103 nu sunt necesare florile \u015fi lum\u00e2n\u0103rile.
\nA\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 F \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0…..
\n3.- Alimenta\u0163ia corect\u0103 nu \u0163ine seama de v\u00e2rst\u0103 \u015fi s\u0103n\u0103tate.
\nA\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 F \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0…..
\n4.- Asocierea felurilor de m\u00e2ncare \u015fi servirea lor \u00eentr-o anumit\u0103 ordine, la o masa,
\nreprezint\u0103 un meniu.
\nA\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 F \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0…..
\n5.- Vesela format\u0103 din seturi de c\u00e2te \u015fase piese de farfurii mari,mijlocii \u015fi mici \u00eentinse,
\nad\u00e2nci, se nume\u015fte serviciu.
\nA\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 F \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0…..<\/p>\n

I V. Explica\u0163i \u00een\u0163elesul cuvintelor: \u00a0 \u00a0 \u00a0 \u00a0 10 puncte<\/strong><\/em>
\na.-\u00a0 apetisant\u2026\u2026\u2026\u2026\u2026\u2026……\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u2026..
\nb.-\u00a0 consumator\u2026\u2026\u2026\u2026\u2026……..\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u2026..<\/p>\n

V. Completa\u0163i spa\u0163iile libere, astfel ca enun\u0163urile s\u0103 fie corecte. \u00a0 \u00a020 puncte<\/strong><\/em>
\n1.- Calitatea\u00a0 produselor\u00a0 alimentare\u00a0 se\u00a0 apreciaz\u0103\u00a0 \u00een\u00a0 func\u0163ie\u00a0\u00a0 de caracteristici \u2026….\u2026.., \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0valoare \u2026\u2026\u2026\u2026\u2026 \u015fi \u00a0\u2026\u2026\u2026\u2026 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 …..
\n2.- \u00cenc\u0103lzirea alimentelor la temperaturi p\u00e2n\u0103 la 100 grade C este metoda de conservare numit\u0103 \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 …..
\n3.- Substan\u0163ele nutritive sunt: \u2026\u2026\u2026\u2026……., \u2026\u2026….\u2026\u2026… (gr\u0103simi) \u2026\u2026..\u2026\u2026\u2026. (zaharuri). \u00a0 \u00a0 …..
\n4.- V\u00e2nzarea, comercializarea poate fi prin: \u2026\u2026\u2026,\u00a0 \u2026\u2026\u2026,\u00a0 \u2026\u2026\u2026. \u00a0 \u00a0 \u00a0 …..<\/p>\n

Din oficiu\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 10 puncte<\/strong><\/em>
\nTOTAL:\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 100 puncte\u00a0\u00a0\u00a0\u00a0 Ob\u021binut\u00a0 \u2026\u2026\u2026<\/strong><\/p>\n

Ca exemplu, la testul dat pentru clasa a V-a, putem avea urm\u0103torul posibil rezultat, cu men\u021biunea c\u0103 literele \u00eengro\u0219ate reprezint\u0103 r\u0103spunsul corect<\/strong> pentru fiecare item:<\/p>\n

I. 1.-\u00a0\u00a0 (c)<\/strong>\u00a0\u00a0\u00a0\u00a0 -3p
\n2.-\u00a0\u00a0 (a)<\/strong>\u00a0\u00a0\u00a0\u00a0 -3p
\n3.-\u00a0\u00a0 (b)<\/strong>\u00a0\u00a0\u00a0\u00a0 -3p
\n4.-\u00a0\u00a0 (b)<\/strong>\u00a0\u00a0\u00a0\u00a0 -0p
\n5.-\u00a0\u00a0 (a)<\/strong>\u00a0\u00a0\u00a0\u00a0 -0p
\n6.-\u00a0\u00a0 (c)<\/strong>\u00a0\u00a0\u00a0\u00a0 -3p
\n7.-\u00a0\u00a0 (b)<\/strong>\u00a0\u00a0\u00a0\u00a0 -3p
\n8.-\u00a0\u00a0 (a)<\/strong>\u00a0\u00a0\u00a0\u00a0 -0p
\n9.-\u00a0\u00a0 (a)<\/strong>\u00a0\u00a0\u00a0\u00a0 -3p
\n10.- (c)<\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0 -3p
\n–> 7 x 3 = 21 puncte<\/p>\n

II. 1.- \uf0e0 (b)<\/strong>\u00a0\u00a0-4p
\n2.- \uf0e0 (d)<\/strong>\u00a0\u00a0\u00a0 -0p
\n3.- \uf0e0 (e)<\/strong>\u00a0\u00a0\u00a0 -0p
\n4.- \uf0e0 (c)<\/strong>\u00a0\u00a0\u00a0 -4p
\n5.- \uf0e0 (a)<\/strong>\u00a0\u00a0\u00a0 -4p
\n–> 3 x 4 = 12 puncte<\/p>\n

III. 1.-\u00a0(A)<\/strong> \u00a0 -2p
\n2.- \u00a0 (F)<\/strong>\u00a0\u00a0\u00a0\u00a0 -0p
\n3.-\u00a0\u00a0 (F)<\/strong>\u00a0\u00a0\u00a0\u00a0 -2p
\n4.-\u00a0\u00a0 (A)<\/strong>\u00a0\u00a0\u00a0\u00a0 -0p
\n5.-\u00a0\u00a0 (A)<\/strong>\u00a0\u00a0\u00a0\u00a0 -2p
\n–> 3 x 2 =\u00a0 6 puncte<\/p>\n

IV. a.-\u00a0 treze\u0219te, atrage, stimuleaza pofta de m\u00e2ncare<\/strong> \u00a0 \u00a0 \u00a0 -0p
\nb.- consum\u0103, utilizeaz\u0103, folose\u0219te produse \u0219i servicii<\/strong>\u00a0\u00a0\u00a0 -5p
\n–> 1 x 5 =\u00a0 5 puncte<\/p>\n

V. 1.-\u00a0\u00a0 organoleptice; nutritiv\u0103; energetic\u0103<\/strong> \u2013 5p
\n2.-\u00a0\u00a0 pasteurizarea<\/strong>\u00a0\u00a0\u00a0 -5p
\n3.-\u00a0\u00a0 proteine; lipide; glucide<\/strong>\u00a0 -5p
\n4.-\u00a0\u00a0 autoservire; la v\u00e2nz\u0103tor; comand\u0103<\/strong>\u00a0\u00a0\u00a0 0p
\n–> 3 x 5 = 15 puncte<\/p>\n

Totalul va fi: 21+12+6+5+15+10 (din oficiu) = 69 de puncte \/ 10 = 6,90 –> nota 7 (\u0219apte)<\/p>\n

Recomand colegilor realizarea unor asemenea teste, aproape indiferent de disciplin\u0103, pentru evaluarea c\u00e2t mai corect\u0103 a cuno\u0219tin\u021belor \u00eensu\u0219ite si obi\u0219nuirea elevilor cu lucrul la asemenea teste, pentru preg\u0103tirea lor \u00een vederea sus\u021binerii Evalu\u0103rilor na\u021bionale.<\/p>\n

Bibliografie: <\/strong><\/em>
\n1. Jurc\u0103u, N. Pedagogie, Cluj-Napoca, Editura UT PRES, 2004.
\n2. Jurc\u0103u, N. Psihologia educa\u0163iei, Cluj-Napoca, Editura UT PRES, 2006.<\/p>\n","protected":false},"excerpt":{"rendered":"

Procesul de evaluare \u015fi notare impune o tratare\u00a0 unitar\u0103. Pe baza informa\u0163iei de care dispune, profesorul \u00eencadreaz\u0103 pe cel examinat \u00eentr-o anumit\u0103 categorie: buni, mediocri, slabi.\u00a0 \u00cen timpul\u00a0 examin\u0103rii, evaluatorul culege noi informa\u0163ii, care confirm\u0103 sau nu informa\u0163iile\u00a0 anterioare.\u00a0 Adesea, … Cite\u0219te continuarea →<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[583],"class_list":["post-5411","post","type-post","status-publish","format-standard","hentry","category-articole-propuse","tag-tibor-harai"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/5411","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/comments?post=5411"}],"version-history":[{"count":8,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/5411\/revisions"}],"predecessor-version":[{"id":5429,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/5411\/revisions\/5429"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=5411"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=5411"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=5411"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}