Preverjanje in ocenjevanje znanja pri predmetu tehnika in tehnologija

Plavec, Kristina

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Title:	Preverjanje in ocenjevanje znanja pri predmetu tehnika in tehnologija
Authors:	ID Plavec, Kristina (Author) ID Aberšek, Boris (Mentor) More about this mentor...
Files:	MAG_Plavec_Kristina_2016.pdf (1,18 MB) MD5: 4A439A6CF9DCECB7CE4ED20CBE760A2D
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	FNM - Faculty of Natural Sciences and Mathematics
Abstract:	Ocenjevanje se ne samo iz stoletja v stoletje ampak tudi iz leta v leto spreminja. Vedno večji poudarek dobivajo avtentične oblike preverjanja in ocenjevanja in vedno bolj se vpeljuje sprotno preverjanje učenčevega napredka. Pri pridmetu Tehnika in tehnologija, se vpeljuje ocenjevanje na praktičnem delu in vedno bolj izhlapevajo oblike pisnega ocenjevanja znanja. V teoretičnem delu smo opisali pojma preverjanje in ocenjevanje, povzeli različne definicije mnogih avtorjev in opisali različne vrste, oblike in načine preverjanja in ocenjevanja. Podrobneje smo tudi pregledali avtentične oblike preverjanja in ocenjevanja znanja, ki jih predlagamo za uporabo pri predmetu Tehnika in tehnologija. Pogledali smo si tudi taksonomije, katere nam pomagajo, da učenci dosegajo višje cilje znanja. V empiričnem delu smo raziskali trenutno stanje preverjana in ocenjevanja znanja pri predmetu Tehnika in tehnologija. Zanimalo nas je predvsem katere oblike preverjanja in ocenjevanja uporabljajo in v kolikšni meri so že vpeljane avtentične oblike preverjanja in ocenejvanja. Rezultati so pokazali, da učitelji sproti spremljajo učenčeve napredke, da si učenci ocene pridobijo ob izdelavi izdelkov, da je vedno manj pisnih testov in da se nekateri učitelji že poslužujejo avtentičnih oblik ocenjevanja, kot sta portfolijo in samoocenjevanje. Učitelji pa so tudi izpostavili, da je vedno več otrok s slabo motoriko rok in slabo razvitim kritičnim mišljenjem.
Keywords:	preverjanje, ocenjevanje, avtentično preverjanje, taksonomije, portfolijo, samoocenjevanje, formativno spremljanje znanja
Place of publishing:	Maribor
Publisher:	[K. Plavec]
Year of publishing:	2016
PID:	20.500.12556/DKUM-64491
UDC:	37.091.26:62(043.2)
COBISS.SI-ID:	22749704
NUK URN:	URN:SI:UM:DK:FSBZHJ9C
Publication date in DKUM:	09.11.2016
Views:	3034
Downloads:	351
Metadata:
Categories:	FNM
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Secondary language

Language:	English
Title:	Grading and evaluating knowledge on the subject Engineering and technology
Abstract:	Evaluation is not just from one century to another but also from year to year changing. In-creasing focus is on authentic forms of assessment and evaluation and increasingly is intro-duced ongoing checking for learner’s progress. In subject Techniques and technologies have been introduced in the evaluation of practical work and increasingly is evaporating form of written knowledge evaluation. In the theoretical part we describe the concept of evaluation and assessment, sum up different definitions of many authors and describe the different types, forms and methods of verifica-tion and assessment. We also reviewed in detail authentic forms of evaluation and assessment, which we propose to use in subject Technique and technology. We also looked at taxonomy, which help us to achieving the higher goals of knowledge with learners. In the empirical part, we studied the current status of evaluation and assessment of knowledge on the subject of Technique and technology. We wanted to know which particular forms of assessment and evaluation are used and the extent to which already existing authentic forms of assessment and evaluation are used. The results showed that teachers regularly monitor learners progress, that learners estimates obtained at the manufacture of products, that is still less written tests and that some teachers already make use of authentic forms of assessment, such as portfolios and self-assessment. Teachers also exposed that a growing number of children are with poor motor skills of hands and a poorly developed critical thinking.
Keywords:	evaluation, assessment, authentic assessment, taxonomies, portfolios, self-assessment, formative assessment of knowledge

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