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Title:PREVERJANJE IN OCENJEVANJE PRI POUKU DRUŽBE V PETEM RAZREDU
Authors:ID Štern, Katja (Author)
ID Hus, Vlasta (Mentor) More about this mentor... New window
Files:.pdf UNI_Stern_Katja_2010.pdf (1,49 MB)
MD5: 27DC6C94F5F5FFECD0E99E2E2A47C327
PID: 20.500.12556/dkum/a20a9d8c-7074-4151-9391-d2593d8d4e2a
 
Language:Slovenian
Work type:Undergraduate thesis
Organization:PEF - Faculty of Education
Abstract:V preteklosti se je učenčevo znanje ocenjevalo predvsem s testi in drugimi preglednimi metodami, tudi oblike pouka so bile primerne takšnemu načinu ocenjevanja. Sodoben način poučevanja, učenja in ocenjevanja pa temelji na avtentičnih oblikah, ki so usmerjene v proces doživljanja, mišljenja in vrednotenja. V teoretičnem delu naloge opisujemo splošne značilnosti preverjanja in ocenjevanja ter vrste, oblike in načine, ki zajemajo tudi avtentične metode. Predstavimo demokratizacijo ter taksonomije učnih ciljev ter možnosti poučevanja, preverjanja in ocenjevanja znanja pri pouku družbe. V empiričnem delu ugotavljamo stanje preverjanja in ocenjevanja pri pouku družbe v petem razredu. Pri tem nas je zanimalo, v kolikšni meri se učitelji poslužujejo sodobnih pristopov preverjanja in ocenjevanja ter ali obstajajo razlike pri uporabi le-teh med učitelji glede na strokovni naziv in delovno dobo. Rezultati so pokazali, da se večini učiteljev pri pouku družbe v petem razredu zdi najpomembnejše, da učenci usvojijo spretnosti in veščine, od učencev pa zahtevajo obvladovanje višjih ravni znanja. Pri ocenjevanju dovoljujejo demokratizacijo, se dovolj poslužujejo formativnega spremljanja učencev in pri tem kot pristop največkrat uporabljajo analiziranje sprotnih in končnih izdelkov. Ugotovili smo, da so avtentične oblike preverjanja in ocenjevanja slabo razširjene, ter da učitelji znanje najpogosteje ocenjujejo ustno. Prihaja tudi do statistično značilnih razlik glede na strokovni naziv in delovno dobo učiteljev in sicer največkrat tako, da uporaba sodobnih pristopov preverjanja in ocenjevanja z nižjim nazivom oziroma manjšo delovno dobo učiteljev upada.
Keywords:preverjanje, ocenjevanje, cilji, oblike ocenjevanja, avtentično ocenjevanje, samoocenjevanje, nivoji znanja, formativno spremljanje znanja, demokratizacija ocenjevanja.
Place of publishing:Maribor
Publisher:[K. Štern]
Year of publishing:2010
PID:20.500.12556/DKUM-16706 New window
UDC:37(043.2)
COBISS.SI-ID:18016008 New window
NUK URN:URN:SI:UM:DK:PTV5CVAW
Publication date in DKUM:15.12.2010
Views:5414
Downloads:829
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:ASSESSMENT AND EVALUATION OF KNOWLEDGE OF SCHOOL SUBJECT SOCIOLOGY IN THE FIFTH CLASS OF PRIMARY SCHOOL
Abstract:Students' knowledge in the past was mainly evaluated by tests and other survey methods and classes were also conducted appropriately. But a modern way of teaching, learning and evaluation is based on authentic forms which are directed toward the process of experiencing, thinking and evaluation. In the theoretical part of this diploma paper general features of testing and evaluating are described and types, forms and ways, which also include authentic methods. Democratization and taxonomies of education goals and also teaching, testing and evaluating possibilities in society class are presented. In the empirical part the state of testing and evaluating knowledge in the society class is determined. Our goal was to find out how often teachers make use of modern approaches of testing and evaluating and also whether there are differences in their use among teachers according to their professional title and period of employment. The results have shown that the majority of teachers in society classes in the fifth grade think that the most important thing for the students is that they master the skills and they demand higher levels of knowledge from the students. Teachers allow democratization when evaluating students, they make enough use of a formative follow-up where they usually use regular and final product analysis. It was determined that authentic forms of testing and evaluating are rare and that teachers usually evaluate knowledge orally. There are also statistically characteristic differences which depend on professional title and period of employment and they are usually visible in the way that the use of modern approaches of evaluating and testing decreases with a lower professional title and a shorter period of employment.
Keywords:testing, evaluating, goals, forms of evaluating, authentic evaluation, self-evaluation, knowledge levels, formative knowledge accompaniment, evaluation democratization


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