Preverjanje in ocenjevanje znanja pri predmetu družba : magistrsko delo

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Title:	Preverjanje in ocenjevanje znanja pri predmetu družba : magistrsko delo
Authors:	ID Hrastnik, Tjaša (Author) ID Hus, Vlasta (Mentor) More about this mentor... ID Jančič Hegediš, Polona (Comentor)
Files:	MAG_Hrastnik_Tjasa_2025.pdf (2,32 MB) MD5: AA38C5E18C0F03E39885AD859EB3BDD2
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Preverjanje in ocenjevanje znanja sta pomembna dela učnega procesa. Namen naše raziskave je raziskati področje preverjanja in ocenjevanja pri družbi v 4. in 5. razredu. Teoretični del obsega preverjanje in ocenjevanje ter njuna načela. Sledijo funkcije, namen, vrste, načini, taksonomije ter avtentične oblike ocenjevanja. Posvetili smo se tudi usposobljenosti učiteljev za preverjanje in ocenjevanje, raziskave s tega področja, standarde znanja, formativno spremljanje ter nazadnje na šolski predmet družba. Empirični del obsega anketni vprašalnik na vzorcu 133 učiteljev. Raziskovali smo pridobivanje ocen, pomembnost ocenjevanja, ustne in pisne ocene, pripravo ocenjevanja, avtentične oblike ocenjevanja, formativno spremljanje ter usposobljenost učiteljev za preverjanje in ocenjevanje. Prišli smo do ugotovitev, da se učitelji najpogosteje poslužujejo ustnih in pisnih ocen po obravnavi nove učne snovi. Pri pripravi ocenjevanja so jim najbolj v pomoč standardi znanja, pri učencih pa jim je najpomembnejše razumevanje snovi. Učitelji se vedno pogosteje poslužujejo avtentičnih oblik preverjanja in ocenjevanja znanja ter formativnega spremljanja. Večina učiteljev se počuti dovolj usposobljeno za preverjanje in ocenjevanje, le redki pa menijo, da potrebujejo dodatno izobraževanje s tega področja.
Keywords:	preverjanje znanja, ocenjevanje znanja, predmet družba, učitelj, osnovne šole
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	T. Hrastnik
Year of publishing:	2025
Number of pages:	1 spletni vir (1 datoteka PDF (XI, 87 str.))
PID:	20.500.12556/DKUM-95678
UDC:	37.091.26:3(043.2)
COBISS.SI-ID:	260238083
Publication date in DKUM:	05.12.2025
Views:	177
Downloads:	34
Metadata:
Categories:	PEF
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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:	09.10.2025

Secondary language

Language:	English
Title:	Assessment and evaluation of students knowledge in the subject of social studies
Abstract:	Assessment and evaluation of knowledge are essential components of the learning process. The purpose of this research is to explore the assessment and evaluation in the subject social studies in the 4th and 5th grade. The theoretical part examines the concepts, principles, functions, purposes, types, methods, taxonomies, and authentic forms of assessment, as well as teachers competence in this area, relevant research, knowledge standards, formative assessment, and the specifics of the subject Society. The empirical part is based on a survey conducted among 133 teachers, focusing on grading practices, the importance of assessment, oral and written grading, preparation for assessment, authentic forms of assessment, formative assessment, and teachers competence in assessment and evaluation. The results show that teachers most frequently use oral and written grades, particularly after the introduction of new material. Knowledge standards are the most important reference in preparing assessments, while students understanding of content is considered the most important outcome. Teachers are increasingly implementing authentic forms of assessment and formative assessment. The majority of teachers feel sufficiently competent in assessing and evaluating, while only a small number express the need for additional education in this field.
Keywords:	assessment of knowledge, evaluation of knowledge, social studies, teacher, primary schools

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