2001 - LETNIK 16
POVZETKI ŠTEVILKE 3

Marija Smolko

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.

Marjeta Zabukovec

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.

Ivana Mori

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.

Marija Grginič

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.

Tadeja Pirc

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.

Mateja Meško

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.

Natalija Ružič

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.

Natalija Aber

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.

Nataša Platiše

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.

Andreja Burger Muhič

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.

Mateja Miklavčič

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.