| Title: | Formative Assessment in English Lessons in Primary School |
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| Authors: | ID Meško, Mirjam (Author)
ID Jurančič, Klementina Penelope (Mentor) More about this mentor... 
ID Kukovec, Melita (Comentor) |
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| Files: |  MAG_Mesko_Mirjam_2018.pdf (1,31 MB)
MD5: F733514890861741EC56C34B10B6EFCD
PID: 20.500.12556/dkum/949b3ef0-570a-4b84-9749-d4354c9d70f8
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| Language: | English |
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| Work type: | Master's thesis/paper |
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| Typology: | 2.09 - Master's Thesis |
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| Organization: | FF - Faculty of Arts
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| Abstract: | Discussions about formative assessment and advantages that it brings to the classroom are becoming more frequent. It is a new, authentic approach that allows pupils to acquire more permanent knowledge and integrate them into the educational process.
In the theoretical part, we described the meaning of formative assessment and what the key elements of formative assessment are, as well as advantages and possible weaknesses that it brings to the classroom.
The key elements of formative assessment are the purposes of learning, where goals and performance criteria are decided, portfolio, where we described the positives of using a portfolio, feedback, where the importance and the necessity of a good feedback is explained, and assessment and evaluation, where self-evaluation and peer evaluation are included.
In the empirical part, we described a case study that we conducted, where we interviewed eight elementary English teachers from Podravje region and asked them what they think about formative assessment, how they integrated it into their teaching, and how using formative assessment has changed their teaching.
Formative assessment has become a current topic at study groups for teachers in the last couple of years, so there are not any surprising results yet. The teachers that we interviewed use just some aspects of formative assessment because for the full use of formative assessment they most frequently mention the lack of time.
As any other novelty, formative assessment needs time to integrate in our educational system and reach a place that it deserves. Teachers think that introducing formative assessment at an early stage of education should be better and that the pupils would be prepared for this kind of teaching and learning, and the learning would only get easier with years. Teachers are also enthusiastic about the principle on which formative assessment works, and believe that this way pupils can achieve better and long lasting knowledge. |
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| Keywords: | formative assessment, feedback, portfolio, self-evaluation, peer evaluation |
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| Place of publishing: | Maribor |
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| Publisher: | [M. Meško] |
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| Year of publishing: | 2018 |
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| PID: | 20.500.12556/DKUM-72851 |
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| UDC: | 811.111(043.2):373.2 |
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| COBISS.SI-ID: | 24274696 |
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| NUK URN: | URN:SI:UM:DK:UXWCEM54 |
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| Publication date in DKUM: | 09.01.2019 |
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| Views: | 2550 |
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| Downloads: | 267 |
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| Metadata: |    |
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| Categories: | FF
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