20.500.12556/DKUM-81282 Formativno spremljanje v šoli s poudarkom na namenih učenja in kriterijev uspešnosti pri pouku zgodovine magistrsko delo Formative assessment in school with highlights on the clarifying, sharing and understanding learning intentions and criteria for success in history class Formativno spremljanje je pristop k poučevanju, ki spodbuja vseživljenjsko učenje. Učenci imajo pri formativnem spremljanju osrednjo vlogo, niso več le poslušalci udeleženci. Formativno spremljanje spodbudi njihovo sodelovanje pri pouku in jim pomaga k razumevanju snovi na globlji ravni. V teoretičnem delu smo predstavili inovativne pristope poučevanja, formativno spremljanje ter element nameni učenja in kriteriji uspešnosti. V praktičnem delu pa smo opravili analizo anketnih vprašalnikov o uporabi formativnega spremljanja v praksi. Namen magistrske naloge je bil raziskati vpliv formativnega spremljanja, še posebej namenov učenja in kriterijev uspešnosti pri pouku zgodovine. Cilj je bil izvesti anketo med učenci, dijaki in učitelji, da smo pridobili vpogled uporabe formativnega spremljanja v praksi. V anketi je sodelovalo 235 učencev, 93 dijakov in 68 učiteljev. Analize so pokazale, da so tako učenci in dijaki kot učitelji seznanjeni s formativnim spremljanjem. Poznavanje namenov učenja in kriterijev uspešnosti je med učenci in dijaki manjše. K temu zagotovo pripomore tudi to, da učitelji ne uporabljajo teh dveh izrazov, ko jim posredujejo cilje. Učitelji elemente formativnega spremljanja pogosto uporabljajo, še najpogosteje povratno informacijo. Nameni učenja in kriteriji uspešnosti pa so med najmanj pogosto uporabljenimi. Formative assessment is an approach to teaching which promotes lifelong learning. Students play a central role in formative assessment. They are no longer just listening participants. Formative assessment encourages their participation in lessons and helps them understand the lesson at a deeper level. In the theoretical part, we presented innovative teaching approaches, formative assessment, and the elements of learning purposes and performance criteria. In the practical part, we performed an analysis of survey questionnaires on the use of formative assessment in practice. The purpose of the master's thesis was to research the impact of formative assessment, especially the learning purposes and performance criteria in history lessons. The objective was to conduct a survey among elementary school students, secondary school students, and teachers to gain insight into the use of formative assessment in practice. 235 elementary school students, 93 secondary school students, and 68 teachers participated in the survey. The analyses have shown that the elementary school students, secondary school students, and teachers are familiar with formative assessment. Knowledge of learning purposes and performance criteria is lower among the elementary school students and secondary school students. This is certainly supported by the fact that the teachers do not use these two terms when they communicate objectives to them. The teachers often use elements of formative assessment, most often feedback. Learning purposes and performance criteria, however, are among the least frequently used. formativno spremljanje nameni učenja in kriteriji uspešnosti primeri namenov učenja in kriterijev uspešnosti v praksi formative assessment learning purposes and performance criteria examples of learning purposes and performance criteria in practice true true false [T. Troha] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2022-02-12 21:26:22 2022-04-05 13:04:33 2022-08-10 00:20:09 0000-00-00 00:00:00 2022 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (IX, 115 str., [24] str. pril.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.3:93/94(043.2) 103754755 MAG_Troha_Tina_2022.pdf MAG_Troha_Tina_2022.pdf 1 749B63AFD87749B3E1B376A4C367DC5A 2e0c7f2c5da505866e5808b97419197a2b95fc0ff78d8f299e1a58a049080644 2cc79f01-8dbe-11ec-82a7-00155d000105 20.500.12556/dkum/8fec9d94-a786-4ac4-afb9-349dcf1c1282 https://dk.um.si/Dokument.php?lang=slv&id=156523 Filozofska fakulteta 0 0 0