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Title:VPLIV DIFERENCIACIJE IN INDIVIDUALIZACIJE NA PREVERJANJE IN OCENJEVANJE V OSNOVNI ŠOLI
Authors:ID Đaković, Branka (Author)
ID Pulko, Simona (Mentor) More about this mentor... New window
Files:.pdf UNI_Dakovic_Branka_2012.pdf (1,16 MB)
MD5: 49B1DAF48D9F5EC8F25575F32C4753C5
PID: 20.500.12556/dkum/0d0ffbd5-3c92-4176-adba-065bd7b8acb9
 
Language:Slovenian
Work type:Undergraduate thesis
Typology:2.11 - Undergraduate Thesis
Organization:FF - Faculty of Arts
Abstract:Pričujoče diplomsko delo predstavlja oris nivojskega pouka in mnenja, ki so se oblikovala o diferenciaciji in individualizaciji pouka v osnovni šoli. Ta sistem delovanja, ki velja vse od leta 1996, smo povezali s preverjanjem in ocenjevanjem znanja učencev, ki so del devetletne osnovne šole. Glavni poudarek smo namenili vplivom nivojskega pouka na učence in učitelje. Želeli smo ugotoviti, kako ti sprejemajo diferenciacijo pri pouku slovenščine in ali ta pozitivno vpliva na njihovo izobraževanje ter posledično znanje. Poleg tega smo si zastavili vprašanje o pravilnem udejanjanju preverjanja in ocenjevanja znanja v nivojskem pouku in zakaj se učenci v današnjem času sploh učijo. Za nastanek diplomskega dela smo uporabili deskriptivno metodo, s katero smo opisali teoretično stran obravnavane teme. Za primerjavo dejstev in odkrivanje podrobnosti med nivoji ter preverjanjem in ocenjevanjem pa komparativno metodo. Za pridobitev odgovorov v empiričnem delu smo uporabili anketo in grafično metodo za prikaz rezultatov. Teoretična izhodišča smo osvetlili z empiričnim delom in prišli do spoznanja, da nivojski pouk pozitivno vpliva na delovanje učencev in učiteljev, saj so oboji zadovoljni s tovrstnim načinom poučevanja, vendar bi v razredu potrebovali boljše učence, da bi ti dvigovali povprečje in bili za vzgled – to je mnenje učiteljev in učencev. Slednji menijo, da se njihovo znanje ni izboljšalo. Tega pa verjetno ne smemo pripisovati preverjanju znanja, saj smo z anketnim vprašalnikom ugotovili, da učiteljice izvajajo preverjanje v času pouka in vedno pred ocenjevanjem, tako da učenci pravočasno oz. pred vrednotenjem svojega znanja pridobijo povratno informacijo o tem, kje bi se dalo odpraviti vrzeli v snovi. Verjetno pa modernizacija družbe vpliva tudi na pogled učencev glede njihovega znanja, kajti izkazalo se je, da so učencem motivacija za učenje v veliki večini le ocene in ne znanje, ki naj bi ga uporabili v svojem življenju.
Keywords:Nivojski pouk, diferenciacija, individualizacija, preverjanje in ocenjevanje, mnenje o nivojskem pouku.
Place of publishing:Maribor
Publisher:[B. Đaković]
Year of publishing:2012
PID:20.500.12556/DKUM-36774 New window
UDC:811SLV(043.2)
COBISS.SI-ID:19255304 New window
NUK URN:URN:SI:UM:DK:UFVJJYWB
Publication date in DKUM:16.07.2012
Views:2705
Downloads:479
Metadata:XML DC-XML DC-RDF
Categories:FF
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Secondary language

Language:English
Title:INFLUENCE OF DIFFERENTATION AND INDIVIDUALISATION ON THE EVALUATION AND ASSESSMENT IN PRIMARY SCHOOL
Abstract:The following degree dissertation presents a picture of ability grouping as a form of education and opinions that formed about differentiation and individualisation of education in primary school. This system of education, valid since 1996, was connected to examination and evaluation of knowledge of pupils, who are part of the nine-year primary school. Special attention was given to the effects of ability grouping on pupils and teachers. We were interested in how they accept differentiation at the Slovene language classes and if it had positive impact on their education and knowledge as a consequence. We wanted to know whether examination and evaluation of knowledge at ability grouping are carried out in a suitable way, and also what motivates pupils to learn in these times. The descriptive method was used for this degree dissertation to describe the theoretic part of the topic. On the other hand, the comparative method was used to reveal details about groups, evaluation and examination. In the empiric part, a survey was used to gain the results and the graphic method was used to show these results. The empiric part contributed to the theory, and gained results showed the following: ability grouping has positive effect on pupils and teachers, since both are satisfied with such kind of education, but in opinion of both teachers and pupils, better pupils would be needed in a class to rise the average result and be there as motivation for other pupils. Pupils think that their knowledge did not get any better. Evaluation of knowledge can not be the reason for this, since the survey showed that teachers evaluate their pupil's knowledge during the classes and always before examination, so pupils get feedback about their missing knowledge at the right time – before examination. Modernisation of society probably has an impact on how the pupils appreciate their knowledge, since pupils are only motivated to gain good marks and the actual knowledge, which they can use in their lives, does not mean much to them.
Keywords:Ability grouping, differentiation, individualisation, evaluation and examination, opinion about ability grouping.


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