20.500.12556/DKUM-98038 Stališča osnovnošolskih učiteljev do pravičnosti pri ocenjevanju znanja magistrsko delo Elementary school teachers' attitudes toward fairness in student assessment Magistrsko delo obravnava pravičnost pri ocenjevanju znanja v okviru inkluzivnega izobraževanja v osnovni šoli. Glavni namen raziskave je bil proučiti, kako učitelji razumejo pravičnost pri ocenjevanju, v kolikšni meri v svojem delu uveljavljajo inkluzivne pristope in s kakšnimi ovirami se pri tem srečujejo v praksi. Namen smo podrobneje razčlenili v več raziskovalnih vprašanj, ki se nanašajo na razumevanje pravičnosti, uporabo različnih oblik ocenjevanja, vključevanje učencev v proces ocenjevanja in zaznane ovire pri uresničevanju inkluzivnega ocenjevanja. Hkrati smo preverjali morebitne razlike in povezave med izbranimi spremenljivkami, predvsem glede na delovno dobo učiteljev, njihovo samoučinkovitost in sodelovanje v strokovnih razpravah o inkluzivnih praksah. Raziskava je bila izvedena s kvantitativnim pristopom z uporabo anketnega vprašalnika, v katerem je sodelovalo 158 učiteljev. Rezultati kažejo, da učitelji pravičnost pogosto razumejo kot prilagajanje ocenjevanja posameznemu učencu, hkrati pa jo povezujejo tudi z enotnimi merili za vse. V praksi še vedno prevladujejo tradicionalne oblike ocenjevanja, predvsem ustno spraševanje in pisni preizkusi, medtem ko so bolj procesno naravnani in sodelovalni pristopi redkejši. Učenci so v ocenjevanje najpogosteje vključeni prek povratnih informacij in seznanjanja s kriteriji, manj pa sodelujejo pri njihovem ustvarjanju. Med ključnimi omejitvami učitelji izpostavljajo časovno stisko, številčnost razredov in pomanjkanje konkretnih usmeritev. This Master's thesis discusses fairness in the assessment of knowledge within the context of inclusive education in elementary school. The main purpose of the research was to explore how teachers understand fairness in assessment, the extent to which they implement inclusive approaches in their practice, and the obstacles they encounter in doing so. This purpose was further broken down into several research questions focusing on the understanding of fairness, the use of different forms of assessment, the involvement of pupils in the assessment process, and the perceived barriers to implementing inclusive assessment. In addition, we examined potential differences and correlations between the selected variables, particularly in relation to teachers’ years of service, their self-efficacy, and their participation in professional discussions on inclusive practices. The research was conducted using a quantitative approach based on a survey questionnaire, with 158 teachers participating. The results show that teachers often understand fairness as adapting assessment to the individual pupil, while also associating it with uniform criteria for all. In practice, traditional forms of assessment still prevail, particularly oral questioning and written exams, whereas more process-oriented and collaborative approaches are less common. Pupils are most often involved in assessment through being informed about criteria and receiving feedback, but less frequently in co-creating them. Key obstacles identified by teachers include time pressure, large class sizes, and a lack of clear, practical guidelines. pravičnost pri ocenjevanju inkluzivno izobraževanje metode ocenjevanja osnovna šola učitelji fairness in assessment inclusive education assessment methods elementary school teachers true true false N. Bračko Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-05-10 19:44:48 2026-06-18 10:11:13 2026-06-19 03:07:33 0000-00-00 00:00:00 2026 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (X, 67 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 376:37.091.26(043.2) 282052099 MAG_Bracko_Nusa_2026.pdf MAG_Bracko_Nusa_2026.pdf 1 6D036A8EA26A5A7047B043DD93EF4D1A 7e7a96222be9820ee4e2887b623f03bbbc3165078f8c8ee400561b23b04974d0 a5b05316-4c9a-11f1-905d-00155d0001a1 https://dk.um.si/Dokument.php?lang=slv&id=205971 Pedagoška fakulteta 0 0 0