DIDAKTIČNI VIDIKI PREVERJANJA IN OCENJEVANJA ZNANJA

Golubič, Katja

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Title:	DIDAKTIČNI VIDIKI PREVERJANJA IN OCENJEVANJA ZNANJA
Authors:	ID Golubič, Katja (Author) ID Kramar, Martin (Mentor) More about this mentor...
Files:	UNI_Golubic_Katja_2013.pdf (992,94 KB) MD5: BA1C5D6DE776F1862DF18C3E3C258FE6 PID: 20.500.12556/dkum/499f62eb-f4c3-457d-9bf4-cfb93cbf71f3
Language:	Slovenian
Work type:	Undergraduate thesis
Typology:	2.11 - Undergraduate Thesis
Organization:	FF - Faculty of Arts
Abstract:	Preverjanje in ocenjevanje je zahteven proces, na katerega se je potrebno dobro pripraviti. Učitelji morajo biti pozorni in upoštevati letni učni načrt, smernice in določene tematske sklope. V priprave na ure je potrebno vključiti tudi preverjanje in ocenjevanje znanja, zelo pomemben poudarek je na utrjevanju snovi, saj se le obravnavana snov lahko kasneje tudi preverja in ocenjuje. Naš cilj mora biti usklajenost preverjanja in ocenjevanja z nameni izobraževanja ter usklajenost med vsebino, tematiko in cilji preverjanja in ocenjevanja z vsebino in cilji obravnave. Poznamo več vrst preverjanja in ocenjevanja znanja, ki jih uporabimo glede na primernost tematskih sklopov in metodo poučevanja ter predvsem glede na prednosti in slabosti samih načinov preverjanja in ocenjevanja znanja. Nekateri dijaki imajo raje pisne naloge, drugi ustno spraševanje in nekaterim dijakom je najljubše projektno ali praktično delo. Dijaki se razlik med različnimi vrstami preverjanj dobro zavedajo in se v nekaterih načinih boljše izkažejo kot v drugih. Pouk mora biti raznolik, prav tako preverjanje in ocenjevanje znanja. Slednji proces lahko uporabimo v smeri interaktivnosti z dijaki in med dijaki, z obujanjem motivacije in spodbujanjem razširjanja obzorja znanja dijakov. Pri preverjanju in ocenjevanju je zelo pomembna tudi povratna informacija, saj tako dijaki dobijo jasnejšo sliko, kaj natančno od njih zahteva naloga. Le tako dobijo večji uvid v celoten proces in učitelj na ta način pridobi pomembne informacije za svoje nadaljnje delo.
Keywords:	Preverjanje in ocenjevanje znanja, načini preverjanja in ocenjevanja znanja, razlike med pisnimi in ustnimi vprašanji preverjanja in ocenjevanja znanja, pravičnost ocenjevanja znanja, načrtovanje in priprava ter izvedba preverjanja in ocenjevanja znanja.
Place of publishing:	Maribor
Publisher:	[M. Eder]
Year of publishing:	2013
PID:	20.500.12556/DKUM-40284
UDC:	37.015.31:7(043.2)
COBISS.SI-ID:	19874568
NUK URN:	URN:SI:UM:DK:IDANCEOB
Publication date in DKUM:	28.05.2013
Views:	5176
Downloads:	1110
Metadata:
Categories:	FF
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Secondary language

Language:	English
Title:	DIDACTIC ASPECTS OF ASSESSING AND EVALUATING KNOWLEDGE
Abstract:	The process of evaluation and assessment of knowledge requires good preparations. Teachers should focus more on and keep in mind the annual learning plan, guidelines and certain thematic sets. We have to include in the preparations also evaluation and assessment of knowledge, an important emphasis has to be made on revising the subject, because only the addressed subject can be evaluated and assessed. Our goal has to be the consistency of evaluation and assessment with the educational intentions and the consistency of content, thematic and goals of evaluation and assessment with content and goals of addressed subjects. There are many methods of evaluation and assessment of knowledge, which can be used according to the suitability with thematic sets and methods of education, especially according to the benefits and weaknesses of different methods of evaluation and assessment of knowledge. Some students prefer written test, others oral questioning and some students prefer working on projects or practical work. Students are aware of these differences very well and show different levels of knowledge in different methods of evaluation. Lessons should be diverse by nature and evaluation and assessment of knowledge should be as well. The latter process can be used with more interaction with students and between them, by inspiring motivation and encouraging students to spread their horizon of knowledge. Feedback is very important in the process of evaluation and assessment of knowledge, because students receive a much clearer insight of what the task requires from them and they receive a much clearer insight into the whole process and also teachers receive valuable information for their future work.
Keywords:	Evaluation and assessment of knowledge, evaluation and assessment methods, differences between written and oral questions in evaluation and assessment, fair assessment, planning, preparation and execution of evaluation and assessment.

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