20.500.12556/DKUM-71583 Preverjanje in ocenjevanje znanja v izobraževanju odraslih Testing and Assessment in Adult Education V magistrskem delu smo se ukvarjali s področjem preverjanja in ocenjevanja znanja v izobraževanju odraslih. Zaradi različnih motivov za izobraževanje ter starostnih, poklicnih in interesnih razlik je izobraževanje odraslih prilagojeno udeležencem. Z raziskavo smo želeli ugotoviti, katere so najpogostejše prilagoditve pri preverjanju in ocenjevanju znanja, kako so udeleženci seznanjeni s pravili in kriteriji ocenjevanja, ali so izvajalci dosledni pri izvajanju preverjanja znanja, kateri načini ocenjevanja so jim blizu ter odnos med povratno informacijo, oceno in motivacijo za učenje. Raziskavo smo s pomočjo anketnega vprašalnika opravili v maju in juniju leta 2018. Vzorec je sestavljalo 81 oseb, ki so bili v izobraževanje odraslih vključeni takrat ali pa kdaj prej. Za pridobljene podatke so bile izračunane frekvenčne distribucije, za preverjanje razlik med spoloma in starostnimi skupinami je bil uporabljen χ²-preizkus. Glavne ugotovitve so bile, da se preverjanje predhodnega znanja izvaja redko, sprotno preverjanje pa je najpogosteje izvedeno v obliki skupinskega dela. Odrasli udeleženci so za učenje predvsem notranje motivirani in se za pravila in kriterije precej zanimajo, posledično so z njimi tudi dobro seznanjeni. Najbolj priljubljena načina ocenjevanja znanja sta pisni in kombinirani, najbolj cenjena prilagoditev, vezana na ocenjevanje, je vnaprej znan datum ocenjevanja. Razlik med spoloma in starostnimi skupinami nismo ugotovili. In the Master’s thesis, we considered the field of testing and assessment in adult education. Due to varying motivations of adults for participating in adult education as well as age, vocational and interest differences, adult education is, to a certain extent, tailored to participants. Through our research we wanted to determine the most common adjustment in testing and assessment, to what extent are the participants acquainted with rules and assessment criteria, if the testers are consistent when conducting tests, which types of assessments they prefer and the relation between the feedback, grade and motivation for learning. We performed our research in May and June 2018 via questionnaire. The sample consisted of 81 persons, who were at that time or earlier involved in adult education. We calculated frequency distributions for the acquired data; for determining the differences between the sexes and age groups a χ²-test was used. The main findings showed that testing of prior knowledge is rarely carried out, while regular in-class testing is most frequently performed in the form of group work. Adult participants are mainly internally motivated and are highly interested in rules and criteria; consequently, they are well acquainted with them. The most popular types of testing are written and combined, while the most appreciated adjustment in regard to testing is the pre-determined date of testing. Sex and age group differences were not identified. izobraževanje odraslih preverjanje ocenjevanje prilagoditve motivacija osebni izobraževalni načrt (OIN) adult education testing assessment adjustments motivation personal education plan (PEP) true true false [A. Koren] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2018-08-22 15:16:35 2019-08-02 12:41:33 2022-08-01 21:05:36 2019-08-03 03:13:34 2018 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 374.7(043.2) 24670472 URN:SI:UM:DK:6EWNMXRR MAG_Koren_Amadeja_2018.pdf MAG_Koren_Amadeja_2018.pdf 1 9B892A1826E71283848623B22CB8B77F 9250e12607da7667f2e5a7cae4b36a375fccc260079dba991484088e03442a53 30959c4a-7c10-11eb-bb7a-00155d0001ca 20.500.12556/dkum/066a7627-94da-47c5-8cf1-44ace0794d7a https://dk.um.si/Dokument.php?lang=slv&id=127605 Filozofska fakulteta 0 0 0