| | SLO | ENG | Cookies and privacy

Bigger font | Smaller font

Show document Help

Title:Pogledi osnovnošolskih učiteljev na formativno spremljanje : magistrsko delo
Authors:ID Sušec, Monika (Author)
ID Usenik, Janja (Mentor) More about this mentor... New window
Files:.pdf MAG_Susec_Monika_2023.pdf (2,64 MB)
MD5: EF88F8723F60B20CFAEC5172864CF76C
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Formativno spremljanje postaja v današnjih časih vedno pogostejši pristop, ki ga pri svojem poučevanju uporabljajo učitelji tako pri mlajših kot tudi starejših učencih. Gre za pristop, ki postavlja učenca v središče učnega procesa ter ga spremeni iz pasivnega v aktivnega udeleženca vzgojno-izobraževalnega procesa. V teoretičnem delu naše magistrske naloge smo v prvem delu natančneje predstavili preverjanje in ocenjevanje znanja, v drugem delu pa opredelili formativno spremljanje. Namen našega magistrskega dela je bil ugotoviti, kako dobro osnovnošolski učitelji poznajo formativno spremljanje in njegove posamezne elemente, kako pogosto se jih poslužujejo pri lastnem poučevanju ter katere prednosti in pomanjkljivosti pri tem opažajo. Sodelovalo je 153 osnovnošolskih učiteljev. Rezultati anketnega vprašalnika so pokazali, da učitelji dobro poznajo formativno spremljanje in njegove elemente, največ znanja o njem pa so pridobili na različnih izobraževanjih. Ugotovili smo, da učitelji po načelih formativnega spremljanja poučujejo občasno, najpogosteje pa se poslužujejo različnih elementov. Učitelji v formativnem spremljanju vidijo različne prednosti, kot so samostojnejši in aktivnejši učenci, večja samozavest in bolj razvito kritično mišljenje pri učencih ter večje sodelovanje med njimi. Težave imajo predvsem s časovno omejitvijo, ohranjanjem discipline v razredu ter vzdrževanjem motivacije učencev.
Keywords:osnovnošolski učitelji, formativno spremljanje, elementi formativnega spremljanja, pogledi osnovnošolskih učiteljev
Place of publishing:Maribor
Place of performance:Maribor
Publisher:[M. Sušec]
Year of publishing:2023
Number of pages:1 spletni vir (1 datoteka PDF (XI, 119 str.))
PID:20.500.12556/DKUM-84055 New window
UDC:37.091.3(043.2)
COBISS.SI-ID:153603587 New window
Publication date in DKUM:26.05.2023
Views:911
Downloads:187
Metadata:XML DC-XML DC-RDF
Categories:PEF
:
Copy citation
  
Average score:(0 votes)
Your score:Voting is allowed only for logged in users.
Share:Bookmark and Share



Hover the mouse pointer over a document title to show the abstract or click on the title to get all document metadata.

Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:03.04.2023

Secondary language

Language:English
Title:Primary school teachers' views on formative assessment
Abstract:Formative assessment is nowadays becoming an increasingly common approach used by teachers in their teaching both with younger and older students. It is an approach that places the student at the center of the learning process and changes the student from a passive to an active participant in the educational process. In the theoretical part of our master's thesis, we precisely presented the verification and assessment of knowledge, and in the second part we defined formative assessment. The purpose of this master's work is to find out how well primary school teachers know formative assessment and its individual elements, how often they use them in their own teaching, and what advantages and disadvantages they perceive. 153 primary school teachers participated. The results of the survey questionnaire showed that teachers are well aware of formative assessment and its elements, and they acquired most of the knowledge in various training courses. We found that occasionally teachers teach according to the principles of formative assessment, but most often use different elements. Teachers see various advantages in formative assessment, such as more independent and active students, greater self-confidence and more developed critical thinking among students, and greater cooperation among them. They mainly encounter problems with time limit, maintaining discipline in the class and maintaining the students' motivation.
Keywords:primary school teachers, formative assessment, elements of formative assessment, primary school teachers' views


Comments

Leave comment

You must log in to leave a comment.

Comments (0)
0 - 0 / 0
 
There are no comments!

Back
Logos of partners University of Maribor University of Ljubljana University of Primorska University of Nova Gorica