Preverjanje in ocenjevanje znanja v osnovni šoli pri pouku slovenščine

Tacer, Tanja

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Title:	Preverjanje in ocenjevanje znanja v osnovni šoli pri pouku slovenščine
Authors:	ID Tacer, Tanja (Author) ID Pulko, Simona (Mentor) More about this mentor...
Files:	UNI_Tacer_Tanja_2012.pdf (724,12 KB) MD5: 2500880E96F4ED6AE6E4581B85C29E52 PID: 20.500.12556/dkum/f1102ff0-b942-4277-b236-0a28032a53f2
Language:	Slovenian
Work type:	Undergraduate thesis
Organization:	FF - Faculty of Arts
Abstract:	V diplomskem delu Preverjanje in ocenjevanje znanja v osnovni šoli pri pouku slovenščine se posvečamo teoretičnim izhodiščem opredelitve preverjanja in ocenjevanja, kjer je razloženo, kaj je preverjanje in ocenjevanje znanja, kaj je njun namen, kaj vpliva na oblikovanje ocen in kakšne vrste preverjanja znanja poznamo. Sledi opis merskih karakteristik ocen in odnos med njimi. Potem je razložena tudi taksonomija vzgojno-izobraževalnih ciljev, kjer je podrobneje razložena Bloomova, Marzanova in Solo taksonomija z ustreznimi primeri. Temu sledijo teoretični pogledi na preverjanje in ocenjevanje, ki so v praksi različni in se razvojno spreminjajo, in sicer; tradicionalni, psihometrični, pedagoški, holistični pogledi in nova kultura preverjanja in ocenjevanja. Prikazano je ustno preverjanje in ocenjevanje s svojimi prednostmi in pomanjkljivostmi. Sledi obsežno poglavje s pisnim preverjanjem in ocenjevanjem, ki vsebuje faze pisnega preverjanja od priprave do sporočanja rezultatov in načrtovanja izboljšanja. Predstavljeni so alternativni načini preverjanja in ocenjevanja, ki se v šolstvu vse bolj uveljavljajo. Prikazani so tudi cilji osnovne šole. Pozornost je namenjena tudi opisnemu ocenjevanju, diferenciaciji in individualizaciji vzgojno-izobraževalnega dela na stopnji obveznega splošnoizobraževalnega šolstva. Kot zadnje teoretično poglavje je opisano zunanje preverjanje znanja in njegove pozitivne in negativne lastnosti. Empirični del diplomskega dela zajema pisna preizkusa znanja, ki sem ju sestavila s pomočjo priporočil za preverjanje in ocenjevanje znanja in Bloomove taksonomije. Prvi pisni preizkus znanja je sestavljen za jezikovni del, drugi pa za književnost. Podrobno sta sestavljena tudi oba točkovnika za ocenjevanje znanja. Pri postavljanju teoretičnih izhodišč smo z deskriptivno, zgodovinsko in komparativno metodo izhajali iz spoznanj slovenskih in tujih avtorjev.
Keywords:	Ključne besede: preverjanje, ocenjevanje, osnovna šola, alternativni načini, zunanje preverjanje znanja.
Place of publishing:	Maribor
Publisher:	[T. Tacer]
Year of publishing:	2012
PID:	20.500.12556/DKUM-22707
UDC:	811.163.6(043.2)
COBISS.SI-ID:	19139848
NUK URN:	URN:SI:UM:DK:NDB3IR5D
Publication date in DKUM:	21.05.2012
Views:	8321
Downloads:	1383
Metadata:
Categories:	FF
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Secondary language

Language:	English
Title:	Testing and evaluating knowledge in primary school for teaching Slovene
Abstract:	In this diploma paper Testing and evaluating of skills and knowledge in primary school for teaching Slovene we focus on the definition of testing and evaluating. Within this definition we explain what testing and evaluating is, what their purpose is, what effects have they got on the pupils’ marks and what types of testing and evaluating we know. This part is followed by the criteria of how to define pupils’ marks and the relationship between them. Next, there is the explanation of the taxonomy of educational goals, especially the Bloom, Marzan and Solo’s taxonomy with practical examples. Next, there are theoretical overviews on testing and evaluating, which vary, change and evolve in real life; these are the traditional, psychometric, pedagogical, holistic overviews and the new culture of testing and evaluating. Furthermore, there is the presentation of oral testing and evaluating with their advantages and disadvantages. This is followed by a wide chapter of written testing and evaluating, including the different phases of written testing, all the way from the lesson plan to the results announcement and improvement planning. There are also the alternative ways of testing and evaluating introduced, which are increasingly used in schools nowadays. The goals of the primary school are also shown here. There is also a focus on the descriptive evaluation, differentiation and individualisation of the educational process within the obligatory, universal educational school system. There is the presentation of the external knowledge testing and its advantages and disadvantages in the last theoretical chapter of this diploma paper. The empirical part of this diploma paper contains the writing tests, which we prepared according to Bloom’s taxonomy and its recommendation on the testing and evaluating. The first writing test is prepared for the use of language and the second one for the literature. Both tests also include fully prepared criteria for knowledge evaluation. The descriptive, historical and comparative method and also the recognitions of some Slovene and foreign authors helped us with making of the theoretical principles of this diploma paper.
Keywords:	testing, evaluating, primary school, alternative ways, external knowledge testing

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