20.500.12556/DKUM-64019 VPLIV NAČINA UČENČEVE PRIPRAVE NA UČNI USPEH PRI OCENJEVANJU THE INFLUENCE OF PUPIL`S PREPARATORY WORK STYLE ON THE EDUCATIONAL ATTAINMENT V magistrskem delu smo proučevali vpliv načina učenčeve priprave na uspešnost pri ocenjevanju. Osredotočili smo se na pripravo na ocenjevanje pri slovenščini in matematiki. Teoretični del obsega poglavja o preverjanju in ocenjevanju znanja, kjer smo po različnih avtorjih opredelili pojma preverjanje in ocenjevanje znanja. Opisali smo potek in posamezne etape učne ure. Del tega je tudi preverjanje in ocenjevanje znanja. Empirični del naloge temelji na iskanju razlik med načinom in časom priprave na ocenjevanje pri slovenščini in matematiki in uspešnostjo pri ocenjevanju. Za pridobivanje rezultatov na zastavljena vprašanja smo uporabili anketni vprašalnik, s katerim smo anonimno opravili anketiranje v 8. razredu osnovne šole, 2. letniku gimnazije in 2. letniku srednje 4-letne tehnične šole. Tako smo dobili vpogled v tri različne skupine šolske populacije. Anketiranje smo izvedli opravili spomladi 2016. Zajeti vzorec predstavlja na nivoju inferenčne statistike enostavni slučajnostni vzorec iz hipotetične populacije. Pri tem smo ugotovili, da se statistično značilne razlike pojavljajo zlasti med dojemanjem zahtevnosti ocenjevanja pri slovenščini in matematiki, pri čemer učenci dojemajo ocenjevanje pri slovenščini kot lažje v primerjavi z matematiko. Statistično značilno razliko ugotavljamo tudi pri tem, da domače naloge redno opravljajo učno uspešnejši učenci, in sicer pri obeh predmetih. Ustno ocenjevanje znanja pri matematiki dojemajo kot lažje v primerjavi s pisnim ocenjevanjem predvsem osnovnošolci, sledijo dijaki 4-letne tehnične srednje šole in nato gimnazijci. Pri slovenščini je rezultat podoben. Glede na stopnjo šolanja so statistično značilne razlike pri trditvah: 7 (Če se več časa učim, ponavadi dobim tudi boljo/višjo oceno.), 10 (Če dobim slabo oceno, se za naslednje ocenjevanje pripravljam dalj časa.) in 11 (Redno delam domače naloge.). Glede časa priprave na ocenjevanje pri matematiki glede na stopnjo šolanja ni statistično značilnih razlik, pri slovenščini pa le-te obstajajo. Učenci se na pisno ocenjevanje pripravljajo en teden prej, predvsem osnovnošolci in dijaki 4-letne srednje tehnične šole. Na ustno ocenjevanje pa se zadnji dan pred ocenjevanjem pripravljajo gimnazijci, en teden prej oz. vsak dan pa osnovnošolci. Statistično značilnih razlik med učnim uspehom in časom priprave na ocenjevanje pri matematiki in slovenščini ni. In the master’s thesis, we studied the influences of student’s preparation on the grading itself. We focused on the grading preparations for two school subjects: Slovene and mathematics. The theoretical part of the thesis deals with testing and grading. We defined the terms testing and grading by using various sources written by different authors. We described the course of the lesson realisation as well as the individual stages of the lesson. A vital part of the lesson is also testing and grading. The empirical part of the thesis is based on examining the differences between the preparation methods and the preparation time for the purpose of Slovene and Math testing and the accuracy of grading. In order to obtain the required results for the empirical part, the questionnaire was used. We anonymously interviewed 8th grade primary school pupils, 2nd grade grammar school students and 2nd grade vocational students. By undertaking such survey, we were able to get an insight into three different groups of school-age children. We interviewed the students in spring 2016. The target sample is represented at the level of inferential statistics a simple random pattern from the hypothetical population. We found out that typical statistical differences appear in particular with the perception of how complex Slovene and mathematics grading are. Furthermore, the students perceive the grading of Slovene easier in comparison with mathematics. The statistical difference can be also observed when we talk about doing homework; i.e. more successful students do their homework regularly without any differences between the subjects in question. Oral examination in mathematics, as well as in Slovene, is, in particular for pupils in primary school, considered to be easier than the written examination. Similar tendencies can be observed with vocational and grammar school students. Given the level of education, the most common differences appear with the following statements: 7 (If I study for a longer period of time, I usually get a better grade), 10 (If I get a bad grade, I will study harder next time), and 11 (I do my homework regularly). As regards the duration of preparation for mathematics examination, it is statistically not different despite the different levels of education. However, there is a difference with Slovene. Students start preparing a week before the written assessment, especially pupils and vocational students. Grammar school students prepare one day before the oral examination, whereas primary school students start preparing one week before the oral examination or they prepare regularly. In mathematics and Slovene, there are no statistically typical differences between how successful students are and how much time they prepare. preverjanje znanja ocenjevanje znanja način priprave domača naloga ocena učenje učenci dijaki assessment grading type of preparation homework grade studying pupils students true true false [M. Nedeljko] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2016-09-21 10:49:36 2017-02-03 13:31:49 2022-07-04 03:06:25 2019-07-11 13:47:35 2016 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.3.091.26(043.2) 22928648 URN:SI:UM:DK:QYBXG9RN MAG_Nedeljko_Mihael_2016.pdf MAG_Nedeljko_Mihael_2016.pdf 1 2473A092B98F5C395049DE0DFAB20ADE 8923d78175587f315ecda3245ab136e5ef0d6a86c990fbbcd84745726e84883f 90a5a620-7c0d-11eb-bb7a-00155d0001ca https://dk.um.si/Dokument.php?lang=slv&id=105551 Filozofska fakulteta 0 0 0