20.500.12556/DKUM-36774 VPLIV DIFERENCIACIJE IN INDIVIDUALIZACIJE NA PREVERJANJE IN OCENJEVANJE V OSNOVNI ŠOLI INFLUENCE OF DIFFERENTATION AND INDIVIDUALISATION ON THE EVALUATION AND ASSESSMENT IN PRIMARY SCHOOL Pričujoče diplomsko delo predstavlja oris nivojskega pouka in mnenja, ki so se oblikovala o diferenciaciji in individualizaciji pouka v osnovni šoli. Ta sistem delovanja, ki velja vse od leta 1996, smo povezali s preverjanjem in ocenjevanjem znanja učencev, ki so del devetletne osnovne šole. Glavni poudarek smo namenili vplivom nivojskega pouka na učence in učitelje. Želeli smo ugotoviti, kako ti sprejemajo diferenciacijo pri pouku slovenščine in ali ta pozitivno vpliva na njihovo izobraževanje ter posledično znanje. Poleg tega smo si zastavili vprašanje o pravilnem udejanjanju preverjanja in ocenjevanja znanja v nivojskem pouku in zakaj se učenci v današnjem času sploh učijo. Za nastanek diplomskega dela smo uporabili deskriptivno metodo, s katero smo opisali teoretično stran obravnavane teme. Za primerjavo dejstev in odkrivanje podrobnosti med nivoji ter preverjanjem in ocenjevanjem pa komparativno metodo. Za pridobitev odgovorov v empiričnem delu smo uporabili anketo in grafično metodo za prikaz rezultatov. Teoretična izhodišča smo osvetlili z empiričnim delom in prišli do spoznanja, da nivojski pouk pozitivno vpliva na delovanje učencev in učiteljev, saj so oboji zadovoljni s tovrstnim načinom poučevanja, vendar bi v razredu potrebovali boljše učence, da bi ti dvigovali povprečje in bili za vzgled – to je mnenje učiteljev in učencev. Slednji menijo, da se njihovo znanje ni izboljšalo. Tega pa verjetno ne smemo pripisovati preverjanju znanja, saj smo z anketnim vprašalnikom ugotovili, da učiteljice izvajajo preverjanje v času pouka in vedno pred ocenjevanjem, tako da učenci pravočasno oz. pred vrednotenjem svojega znanja pridobijo povratno informacijo o tem, kje bi se dalo odpraviti vrzeli v snovi. Verjetno pa modernizacija družbe vpliva tudi na pogled učencev glede njihovega znanja, kajti izkazalo se je, da so učencem motivacija za učenje v veliki večini le ocene in ne znanje, ki naj bi ga uporabili v svojem življenju. The following degree dissertation presents a picture of ability grouping as a form of education and opinions that formed about differentiation and individualisation of education in primary school. This system of education, valid since 1996, was connected to examination and evaluation of knowledge of pupils, who are part of the nine-year primary school. Special attention was given to the effects of ability grouping on pupils and teachers. We were interested in how they accept differentiation at the Slovene language classes and if it had positive impact on their education and knowledge as a consequence. We wanted to know whether examination and evaluation of knowledge at ability grouping are carried out in a suitable way, and also what motivates pupils to learn in these times. The descriptive method was used for this degree dissertation to describe the theoretic part of the topic. On the other hand, the comparative method was used to reveal details about groups, evaluation and examination. In the empiric part, a survey was used to gain the results and the graphic method was used to show these results. The empiric part contributed to the theory, and gained results showed the following: ability grouping has positive effect on pupils and teachers, since both are satisfied with such kind of education, but in opinion of both teachers and pupils, better pupils would be needed in a class to rise the average result and be there as motivation for other pupils. Pupils think that their knowledge did not get any better. Evaluation of knowledge can not be the reason for this, since the survey showed that teachers evaluate their pupil's knowledge during the classes and always before examination, so pupils get feedback about their missing knowledge at the right time – before examination. Modernisation of society probably has an impact on how the pupils appreciate their knowledge, since pupils are only motivated to gain good marks and the actual knowledge, which they can use in their lives, does not mean much to them. Nivojski pouk diferenciacija individualizacija preverjanje in ocenjevanje mnenje o nivojskem pouku. Ability grouping differentiation individualisation evaluation and examination opinion about ability grouping. true true false [B. Đaković] Slovenski jezik Angleški jezik Diplomsko delo 2012-06-27 11:25:10 2012-07-16 13:20:32 2022-04-21 14:27:42 2021-04-15 03:50:35 2012 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 811SLV(043.2) 19255304 URN:SI:UM:DK:UFVJJYWB UNI_Dakovic_Branka_2012.pdf UNI_Dakovic_Branka_2012.pdf 1 49B1DAF48D9F5EC8F25575F32C4753C5 349f7172b084c9aa03065f8e4b12676d1a43859a4e8ee1af8365510dd9830d7c 218439d6-7c08-11eb-bb7a-00155d0001ca 20.500.12556/dkum/0d0ffbd5-3c92-4176-adba-065bd7b8acb9 https://dk.um.si/Dokument.php?lang=slv&id=48119 Filozofska fakulteta 0 0 0