Abstrakt
Connectivist approaches prove to be very beneficial and their popularity is permanently growing. Paradigms of connectivism, as defined by George Siemens and Stephen Downes, are not only concerned with how to teach.
They also deal with the issue of what the teaching goals should be. In consequence they have effect on how students results should be evaluated.
If teaching goals and core competences that students are supposed to acquire are perceived in this perspective, students results can no longer be evaluated by the classical method that predominantly assesses the quantity of knowledge acquired and of algorithms mastered. The presented examples come from pre-service training of teachers of mathematics in regular courses, using the blended learning support LMS of the Moodle system.
The author explores the issue of evaluation of students work in the environment LMS Moodle.