DOI: https://doi.org/10.26883/2010.252.6706

СЪВМЕСТНО ПОСТАВЯНЕ НА ЦЕЛИ С УЧЕНИЦИТЕ КАТО ЧАСТ ОТ ФОРМИРАЩОТО ОЦЕНЯВАНЕ ДОБРА ПРАКТИКА В НАЧАЛЕН ЕТАП

Кремена Стойчева Стойчева-Ангелова
Академия за интелигентности Хауърд Гарднър ООД, Бургас

COLLABORATIVE GOAL SETTING WITH STUDENTS AS A CORE COMPONENT OF FORMATIVE ASSESSMENT – A CASE OF EFFECTIVE PRACTICE IN EARLY SCHOOL YEARS

Kremena Stoycheva Stoycheva-Angelova
Academy for Multiple Intelligences – Howard Gardner Ltd, Burgas

Abstract: This paper presents an innovative pedagogical model that integrates collaborative goal-setting in- to the core of formative assessment in primary education. Drawing on the definition of formative assessment by Black and Wiliam [1], the model enables teachers to adapt instruction to learners’ individual needs, while en- hancing student agency and ownership of learning. In this context, goal-setting is viewed as a strategic tool for increasing engagement, fostering self-regulation, and developing key competencies such as reflection, planning, and academic confidence. The approach incorporates principles from educational psychology and management theory, including the SMART goal framework [2], which ensures that learning objectives are Specific, Measurable, Achievable, Realis- tic, and Time-bound. It also reflects insights from motivation theory [3] and experiential learning [4], which em- phasize the importance of learner-centered, reflective, and adaptive processes in education. Implementation of the model involves several stages: co-construction of whole-class and individualized learning goals, definition of clear success criteria, development of specific tasks aligned with objectives, ongo- ing feedback, and regular student reflection. Emphasis is placed on transparency in expectations and student participation in the assessment process. Classroom results indicate increased intrinsic motivation and improved metacognitive awareness among students. Learners demonstrated greater involvement in planning their learning, evaluating their progress, and adjusting their goals. These outcomes highlight the potential of structured goal-setting to support both academ- ic and socio-emotional development in the early years of schooling. The model provides a replicable framework for integrating goal-oriented formative assessment strategies that promote autonomy, self-efficacy, and meaningful engagement with learning [5].

Keywords: formative assessment, goal-setting, motivation, teacher-student partnership, organizational behavior

References:

1. Black, P., Wiliam, D., Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7 – 74, 1998
2. Doran, G. T., There’s a S.M.A.R.T. way to write management’s goals and objectives. Management Review, 70(11), 35–36, 1981
3. Locke, E. A., & Latham, G. P. Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717, 2002
4. Kolb, D. A., Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall, 1984
5. Valcheva, M,. Formirashto otsenyavane – ot teoriya kam praktika. Pedagogika, BSU, 2020

(Endnotes:)
1. Gaidarova, V. (2019). Organizatsionno povedenie i motivatsiya. Sofiya: UI „Stopanstvo“.
2. Programni materiali na „Nov pat v prepodavaneto“. Fondatsiya „Zaedno v chas“.
3. Programni materiali na „Nov pat v prepodavaneto“. Fondatsiya „Zaedno v chas“.
4. Gaidarova, V. (2019). Organizatsionno povedenie i motivatsiya. Sofiya: UI „Stopanstvo“.
5. Programni materiali na „Nov pat v prepodavaneto“. Fondatsiya „Zaedno v chas“.

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