|
VPLIV NOVIH UČNIH NAČRTOV NA PREVERJANJE IN OCENJEVANJE ZNANJA V PRVEM RAZREDU DEVETLETNE OSNOVNE ŠOLE
| THE IMPACT OF NEW CURRICULA ON THE EVALUATION AND ASSESSMENT OF KNOWLEDGE IN THE FIRST GRADE OF THE NINE-YEAR PRIMARY SCHOOL
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 371.214:373.32:371.26
| UDC 371.214:373.32:371.26
|
DESKRIPTORJI: učni načrti, preverjanje in ocenjevanje,
oblike in metode preverjanja in ocenjevanja, kriteriji ocenjevanja znanja
| DESCRIPTORS: curricula, evaluation and assessment, forms
and methods of assessment, assessment criteria
|
| POVZETEK - Izhodišče uvajanja kurikularne prenove
v praksi na formalni ravni so ciljno in procesno razvojno naravnani
novi učni načrti, zakonski in podzakonski akti. Ena temeljnih usmeritev
v procesu prenove je tudi procesno pojmovanje učenja in poučevanja,
kar zahteva spremembo načinov preverjanja in ocenjevanja znanja. Ugotavljamo,
da se že v prvem razredu devetletke pojavljajo vse oblike preverjanja
znanja. Kot kriterije preverjanja in ocenjevanja učitelji in vzgojitelji
navajajo samostojnost, ustvarjalnost, uporabo znanja v konkretnih
situacijah in doseganje ciljev in standardov iz učnih načrtov. Učenci
prvih razredov se preverjanja oz. ocenjevanja ne zavedajo in s tem
niso obremenjeni.
| ABSTRACT - At the formal level, the new curricula,
laws and secondary legislation represent the starting points of the
implementation of curricular restructuring into practice. They are
all goal and process oriented. One of the main restructuring orientations
is understanding learning and teaching as a process, which requires
a change in the ways knowledge is evaluated and assessed. In the first
grade of the nine-year primary school, all forms of knowledge assessment
are present. The assessment criteria used by teachers and early years
teachers are independence, creativity, application of knowledge into
concrete situations and the achievement of curriculum goals and standards.
As the first graders are not aware of being assessed, they do not
experience it as a burden.
|
|
MEDSEBOJNI VPLIVI METOD POUČEVANJA IN OBLIKE PREVERJANJA ZNANJA PRI PREDMETU SPOZNAVANJE DRUŽBE
| INTERACTING EFFECTS OF TEACHING METHODS AND KNOWLEDGE ASSESSMENT FORMS WITHIN THE SUBJECT OF SOCIAL STUDIES
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 371.3:371.26/373.32:372.83
| UDC 371.3:371.26/373.32:372.83
|
DESKRIPTORJI: poučevanje, avtentično preverjanje
in ocenjevanje, učni načrt, družba, standard znanja
| DESCRIPTORS: teaching, authentic evaluation and
assessment, curriculum, society, knowledge standards
|
| POVZETEK - Cilj šolanja bo pri učencu dosežen takrat,
ko bo le-ta s svojim znanjem znal gospodariti. Strokovnjaki se zato
veliko ukvarjajo s sodobnimi oblikami in metodami poučevanja, treba
pa je prilagoditi tudi preverjanje in ocenjevanje. Sodobno preverjanje
in ocenjevanje znanja se usmerja v tehnično izpopolnjeni, objektivni
model preverjanja in ocenjevanja ter v konstruktivno preverjanje
in ocenjevanje. Avtorica je empirično proučila, kako učitelji poučujejo,
preverjajo in ocenjujejo pri predmetu spoznavanje družbe in kaj v
tej smeri ponuja učni načrt. Ugotovila je, da učitelji poučujejo po
sodobnih metodah in oblikah dela, pri preverjanju in ocenjevanju pa
se držijo bolj preverjenih, tradicionalnih oblik.
| ABSTRACT - The goal of schooling is achieved when
the student is able to manage his knowledge successfully. To this
end, experts are trying to develop modern teaching forms and methods
while evaluation and assessment also have to be adapted. Modern evaluation
and assessment are becoming a technically developed and objective
model where knowledge can be evaluated and assessed in a constructive
way. The author used the empirical method to show how teachers teach,
evaluate and assess in the subject of social studies and also what
is being offered in this connection by the curriculum. She established
that while teachers were teaching according to modern teaching methods
and forms, they preferred the more traditional approach when evaluating
and assessing their students.
|
|
MEDLETNA SPOROČILA PRI OPISNEM OCENJEVANJU
| MIDYEAR DESCRIPTIVE ASSESSMENT RECORDS
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 371.279.8:371.26
| UDC 371.279.8:371.26
|
DESKRIPTORJI: opisno ocenjevanje, etapni ali medletni
zapisi, doktrina učenja in poučevanja
| DESCRIPTORS: descriptive assessment, stage or mid-year
records, learning and teaching doctrine
|
| POVZETEK - Opisno ocenjevanje je oblika ocenjevanja,
ki zahteva pri uvajanju precej napora učiteljev in vseh drugih udeležencev
v vzgojno-izobraževalnem procesu. Ugotavljamo, da je opisno ocenjevanje
nova oblika, ki lahko zelo dobro uresničuje novo doktrino učenja in
poučevanja. Za oblikovanje dobrih etapnih zapisov potrebujejo učitelji
veliko časa, strokovni pristop in bogato profesionalno besedišče.
Prav zaradi medletnega nastajanja se ti zapisi dobro vključujejo v
proces učenja. Zaključek ocenjevalnega obdobja je namreč čas, ko učenec
in učitelj naredita evalvacijo svojega dela in popravita morebitno
napačno začrtano pot. S tem pa morajo biti seznanjeni tudi starši.
| ABSTRACT - Descriptive assessment is a form
of assessment which requires extensive efforts on the part of teachers
and all other participants in the educational process. Descriptive
assessment is a new form of assessment in line with the new learning
and teaching doctrine. For the development of appropriate stages,
the teachers need a great deal of time, a professional approach and
a rich professional vocabulary. Due to the midyear nature of these
records, they can be successfully incorporated into the learning process.
The completion of the assessment period is namely the time when the
student and the teacher make an evaluation of their work and have
the possibility to make corrections in case the path taken was not
the right one. The process must be made known to the parents.
|
|
KONČNI ZAPISI POD DROBNOGLEDOM: ANALIZA OPISNIH OCEN Z VIDIKA BLOOMOVE TAKSONOMIJE
| FINAL RECORDS UNDER CLOSE SCRUTINY: ANALYSIS OF DESCRIPTIVE GRADES FROM THE ASPECT OF BLOOM'S TAXONOMY
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 371.26:373.32
| UDC 371.26:373.32
|
DESKRIPTORJI: opisna ocena, opisno ocenjevanje, učno-vzgojni
cilji, vrednotenje, učni uspeh, devetletna osnovna šola
| DESCRIPTORS: descriptive grades, descriptive assessment,
educational goals, evaluation, school achievement, nine-year primary school
|
| POVZETEK - Vprašanje je, ali starši resnično
realno razumejo, kolikšno je znanje otroka ob zaključku šolskega leta,
in koliko jim ti zapisi povedo, kje mora otrok še dograditi in dopolniti
svoje znanje. K razumevanju opisnih ocen pomembno prispevajo operativno
izraženi učni cilji. V opisnih ocenah je pozornost sicer usmerjena
h končnim, doseženim ciljem, vendar pa starši že med šolskim letom
spremljajo napredek in razvoj svojega otroka in so sproti obveščeni
o uspehih in učnih težavah, zato opisna ocena ob zaključku šolskega
leta ni povsem nova in edina informacija. Opisna ocena je namenjena
tudi učitelju, ki bo otroka poučeval v naslednjem šolskem letu.
| ABSTRACT - It is questionable whether parents really
and realistically understand the extent of their child's knowledge
at the end of the school year. It is also a question to what degree
the records reveal to them where the child has to upgrade and complement
his/her knowledge. Operationally expressed learning goals can essentially
contribute to the understanding of descriptive grades where the attention
is directed to the final goals that have been reached. Since parents
track the progress and development of their child already during the
school year and are thus constantly informed about his/her achievement
and learning difficulties, the descriptive grade at the end of the
school year is neither completely new to them, nor is it the only
information they receive. It is also of value to the teacher who will
be teaching the child the following year.
|
|
ANALIZA PISNIH PREIZKUSOV ZNANJA NA STOPNJI RP Z VIDIKA TAKSONOMSKIH STOPENJ
| THE ANALYSIS OF WRITTEN TESTS OF KNOWLEDGE AT THE CLASSROOM LEVEL FROM THE ASPECT OF TAXONOMY STAGES
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 371.26:373.32
| UDC 371.26:373.32
|
DESKRIPTORJI: preverjanje in ocenjevanje znanja, pisni
preizkus znanja, analiza, taksonomske stopnje, osnovna šola, razredni pouk
| DESCRIPTORS: evaluation and assessment of know-ledge,
written test of knowledge, analysis, taxonomy stages, primary school, classroom lessons
|
POVZETEK - Preverjanje in ocenjevanje znanja kot
sestavni del kurikuluma mora biti nujna, skrbno načrtovana in kritično
ovrednotena sestavina učnega procesa. Prispevek obravnava pisne preizkuse
znanja na stopnji razrednega pouka, analizirane z vidika taksonomskih stopenj.
V empiričnem delu analizira naključno izbrane pisne preizkuse znanja
z vidika kognitivnih taksonomskih stopenj iz slovenskega jezika, matematike
ter spoznavanja narave in družbe od drugega do četrtega razreda.
| ABSTRACT - Evaluation and assessment of knowledge
as a constituent part of the curriculum must be an essential, carefully
planned and critically evaluated component of the learning process.
The article presents written tests of knowledge at the classroom level,
analysed from the aspect of taxonomy stages.
The empirical part analyses randomly chosen written tests of knowledge
from the aspect of cognitive taxonomy stages, from the subjects of
Slovene language, mathematics, early science and social studies in
grades two to four.
|
|
INDIVIDUALIZACIJA PREVERJANJA IN OCENJEVANJA ZNANJA
| INDIVIDUALISATION OF KNOWLEDGE EVALUATION AND ASSESSMENT
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 371.26:373.32
| UDC 371.26:373.32
|
DESKRIPTORJI: osnovna šola, preverjanje in ocenjevanje
znanja, individualne posebnosti učencev, prilagajanje učiteljev
| DESCRIPTORS: primary school, evaluation and assessment
of knowledge, individual characteristics of students, adaptation of teachers
|
| POVZETEK - Učiteljeva vloga pri spoznavanju učencev
in upoštevanje individualnih posebnosti posameznih učencev pri preverjanju
in ocenjevanju znanja učencev je zelo velika. Učitelj mora v največji
možni meri upoštevati individualne posebnosti posameznih učencev,
kar od njega zahteva veliko psihološkega in pedagoškega znanja, veliko
sistematičnega opazovanja učencev ter pozornega in odgovornega načrtovanja
preverjanja znanja. Članek s pregledom teoretičnih spoznanj in z ugotovitvami
iz prakse obravnava razlike učencev v sposobnostih in znanju, razlike
v kognitivnem stilu ter različne sposobnosti učencev za ustno oz.
pisno izražanje znanja. Prikaže nam, kako se naštetim razlikam v procesu
preverjanja in ocenjevanja znanja tudi prilagajamo.
| ABSTRACT - In learning about the students and
in taking into account their individual characteristics when assessing
their knowledge, the teacher's role is enormous. In order to be able
to do this, s/he must possess good psychological and pedagogical know-ledge,
must observe his/her students systematically and must plan assessment
in a careful and responsible way. The article offers a review of theoretical
knowledge and findings from practice, treats the differences of students
in their abilities and knowledge, differences in cognitive styles
and different abilities as to their oral or written expression. We
can see how, in the process of evaluation and assessment of knowledge,
the teacher adapts to these differences.
|
|
AVTENTIČNE OBLIKE DELA TER PREVERJANJA IN OCENJEVANJA
| AUTHENTIC TEACHING APPROACHES, EVALUATION AND ASSESSMENT
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 371.26:373.32/.34
| UDC 371.26:373.32/.34
|
DESKRIPTORJI: avtentične oblike dela, preverjanje in ocenjevanje,
učitelj, učenec, anketa
| DESCRIPTORS: authentic teaching approaches, evaluation
and assessment, teacher, student, survey
|
| POVZETEK - V članku smo opredelili pojma avtentične
oblike dela pri pouku ter avtentično preverjanje in ocenjevanje znanja.
Navedli smo nekaj oblik dela, za katere predvidevamo, da jih učitelji
pri pouku najpogosteje uporabljajo. Zanimalo nas je, katere so oblike,
s katerimi bi takšno poučevanje lahko tudi preverjali in ocenjevali.
Učitelje razredne in predmetne stopnje smo povprašali, katere oblike
praktičnega dela uporabljajo pri pouku, kako pogosto in na kakšen
način preverjajo in ocenjujejo pridobljeno znanje. Menimo, da je treba
razmisliti o avtentičnih oblikah preverjanja in ocenjevanja in se
vprašati, ali res pripomorejo h kvalitetnejšemu učenju in znanju.
| ABSTRACT - The article defines the concepts of authentic
teaching approaches and authentic evaluation and assessment of knowledge.
It lists some of the approaches the teachers apply most frequently.
We were interested in the forms of evaluation and assessment that
would be most appropriate for those approaches. The classroom and
subject teachers were asked about the methods of practical work they
used in their lessons, how frequently and in what way they evaluated
and assessed the acquired knowledge. We believe that authentic forms
of evaluation and assessment would need to be implemented, and then
we could see whether they really contribute to better learning and
knowledge.
|
|
UPORABA PORTFOLIA NA RAZREDNI STOPNJI OŠ
| APPLICATION OF THE PORTFOLIO AT THE CLASSROOM LEVEL OF PRIMARY SCHOOL
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 371.214:371.26:373.32
| UDC 371.214:371.26:373.32
|
DESKRIPTORJI: portfolio, preverjanje in ocenjevanje, avtentične
oblike, refleksija, načrtovanje pouka, tristranske konference
| DESCRIPTORS: portfolio, evaluation and assessment, authentic
forms, reflection, lesson planning, three-way conferences
|
| POVZETEK - Nova doktrina preverjanja in ocenjevanja
teži tudi k bolj avtentičnim oblikam preverjanja in ocenjevanja, med
katere štejemo tudi portfolio. V prispevku predstavljamo načrtovanje
portfolia, njegovo izvajanje, uporabo ter vrednotenje. Raziskave v
tujini so pokazale njegove prednosti in pomanjkljivosti, pa tudi težave,
s katerimi se soočajo učitelji, ki so portfolio vpeljali v svoj sistem
poučevanja. V zad-njih letih pa se je portfolio uveljavil tudi v slovenskem
šolskem prostoru skupaj z opisnim ocenjevanjem.
| ABSTRACT - The new evaluation and assessment
doctrine is focussed on more authentic evaluation and assessment approaches,
portfolio being one of them. The article presents portfolio planning,
its implementation, application and evaluation. The research from
abroad shows its advantages and deficiencies, as well as the difficulties
faced by teachers implementing portfolio into their teaching system.
Together with descriptive assessment, portfolio is gaining in importance
in Slovene schools.
|
|
SAMOOCENJEVANJE
| SELF-ASSESSMENT
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 371.26:373.32
| UDC 371.26:373.32
|
DESKRIPTORJI: samovrednotenje, samoocenjevanje, refleksija,
metakognitivni procesi
| DESCRIPTORS: self-evaluation, self-assessment, reflection,
meta-cognitive processes
|
| POVZETEK - Nove načine preverjanja in ocenjevanja
pogosto spremlja tudi samoocenjevanje, kjer učence spodbujamo k spoznavanju
lastnih kognitivnih procesov. Učenec ni pozoren le na končne rezultate,
temveč tudi na to, kako se je učil - na sam proces. Raziskava
je pokazala, da se učenci samoocenjevanja v vlogi formativnega preverjanja
dokaj hitro navadijo. Zelo so kritični in osredotočeni predvsem na
pomanjkljivosti pri svojem delu, medtem ko se jim zdijo pomembnejši
lastni dosežki. Ugotavljamo, da lahko že večina prvošolcev kritično ocenjuje.
| ABSTRACT - New evaluation and assessment approaches
are frequently accompanied by self-evaluation, where students are
encouraged to become aware of their cognitive processes. The students
do not only focus on their end results but also on how they actually
learned - on the process itself. The research showed that
students quite rapidly become used to self-assessment as formative
evaluation. They are very critical and focus predominantly on the
deficiencies in their work and are mostly concerned with their own
achievements. We have established that the majority of first-graders
are capable of critical assessment.
|
|
NEVERBALNA KOMUNIKACIJA UČITELJA V PROCESU PREVERJANJA IN OCENJEVANJA ZNANJA
| TEACHER'S NON-VERBAL COMMUNICATION DURING THE EVALUATION AND ASSESSMENT PROCESS
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 371.26:159.925.8
| UDC 371.26:159.925.8
|
DESKRIPTORJI: preverjanje, ocenjevanje, neverbalna komunikacija, učenci, učitelji
| DESCRIPTORS: evaluation, assessment, non-verbal communication, students, teachers
|
| POVZETEK - Preverjanje in ocenjevanje znanja je sestavni
del učnega procesa. Obenem pa je tudi zelo občutljiva tema, ki nemalokrat
sproži mnogo polemik in razprav. Postavljajo se vprašanja, kot so,
kdaj preverjati in kdaj ocenjevati, kolikokrat dnevno, tedensko, kakšni
naj bodo kriteriji, naj bo notranje ali zunanje... Premalokrat pa
se vprašamo, kaj ob vsem tem čutijo tisti, ki so v ta proces najbolj
vključeni - učenci. Kako lahko učitelj pomaga učencem, da jim
preverjanje in ocenjevanje ne bi več predstavljalo stresne situacije,
ali pa bi jo vsaj omilil? Pri vsem tem ima velik vpliv komunikacija
- verbalna in neverbalna.
| ABSTRACT - Evaluation and assessment of know-ledge
is a constituent part of the learning process. At the same time, this
is a very sensitive topic which triggers frequent controversies and
discussions. Thus questions arise as to when to evaluate and when
to assess, how frequently within one day, one week, what the criteria
should be, should evaluation and assessment be intrinsic or extrinsic
in nature... But we frequently ignore those who are most involved
in this process - the students. How can the teacher help his/her
students so as not to experience these processes as stressful situations,
or at least to a lesser degree. In this connection verbal and non-verbal
communication play an important role.
|
|
ANALIZA PRAVILNIKA O PREVERJANJU IN OCENJEVANJU ZNANJA TER NAPREDOVANJU UČENCEV V OSNOVNI ŠOLI
| ANALYSIS OF THE RULES ABOUT KNOWLEDGE EVALUATION AND ASSESSMENT AND THE ADVANCEMENT OF STUDENTS IN PRIMARY SCHOOL
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 371.26:373.32/.34
| UDC 371.26:373.32/.34
|
DESKRIPTORJI: preverjanje, ocenjevanje, šolska pravila, inšpekcijski nadzor, avstrijska uredba
| DESCRIPTORS: evaluation, assessment, school rules, inspection, Austrian Decree
|
| POVZETEK - S prenovo osnovne šole se prenavlja tudi
preverjanje in ocenjevanje v njej. Nekatere novosti se uvajajo tudi
s Pravilnikom o preverjanju in ocenjevanju znanja ter napredovanju
učencev v osnovni šoli. Zanimalo me je, kako se na šoli, kjer poučujem
upošteva ta Pravilnik. O tem sem povprašala učence 7. razreda in pregledala
tri zapisnike rednih inšpekcijskih nadzorov, ki so bili opravljeni
na osnovnih šolah v Ljubljani ter primerjala njihove ugotovitve s
skladnostjo Pravilnika.
| ABSTRACT - Restructuring primary school also
implies restructuring evaluation and assessment methods. Some of the
novelties are being implemented also through the Rules about Knowledge
Evaluation and Assessment and Advancement of Students in Primary School.
In order to see how these rules are observed in my school, I asked
the seventh-graders and examined three protocols of regular inspection
visits that had been performed in the Ljubljana primary schools. I
studied how their findings matched the Rules.
|