Stališča osnovnošolskih učiteljev do pravičnosti pri ocenjevanju znanja : magistrsko delo

Bračko, Nuša

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Title:	Stališča osnovnošolskih učiteljev do pravičnosti pri ocenjevanju znanja : magistrsko delo
Authors:	ID Bračko, Nuša (Author) ID Košir, Katja (Mentor) More about this mentor...
Files:	MAG_Bracko_Nusa_2026.pdf (830,31 KB) MD5: 6D036A8EA26A5A7047B043DD93EF4D1A
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Magistrsko delo obravnava pravičnost pri ocenjevanju znanja v okviru inkluzivnega izobraževanja v osnovni šoli. Glavni namen raziskave je bil proučiti, kako učitelji razumejo pravičnost pri ocenjevanju, v kolikšni meri v svojem delu uveljavljajo inkluzivne pristope in s kakšnimi ovirami se pri tem srečujejo v praksi. Namen smo podrobneje razčlenili v več raziskovalnih vprašanj, ki se nanašajo na razumevanje pravičnosti, uporabo različnih oblik ocenjevanja, vključevanje učencev v proces ocenjevanja in zaznane ovire pri uresničevanju inkluzivnega ocenjevanja. Hkrati smo preverjali morebitne razlike in povezave med izbranimi spremenljivkami, predvsem glede na delovno dobo učiteljev, njihovo samoučinkovitost in sodelovanje v strokovnih razpravah o inkluzivnih praksah. Raziskava je bila izvedena s kvantitativnim pristopom z uporabo anketnega vprašalnika, v katerem je sodelovalo 158 učiteljev. Rezultati kažejo, da učitelji pravičnost pogosto razumejo kot prilagajanje ocenjevanja posameznemu učencu, hkrati pa jo povezujejo tudi z enotnimi merili za vse. V praksi še vedno prevladujejo tradicionalne oblike ocenjevanja, predvsem ustno spraševanje in pisni preizkusi, medtem ko so bolj procesno naravnani in sodelovalni pristopi redkejši. Učenci so v ocenjevanje najpogosteje vključeni prek povratnih informacij in seznanjanja s kriteriji, manj pa sodelujejo pri njihovem ustvarjanju. Med ključnimi omejitvami učitelji izpostavljajo časovno stisko, številčnost razredov in pomanjkanje konkretnih usmeritev.
Keywords:	pravičnost pri ocenjevanju, inkluzivno izobraževanje, metode ocenjevanja, osnovna šola, učitelji
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	N. Bračko
Year of publishing:	2026
Number of pages:	1 spletni vir (1 datoteka PDF (X, 67 str.))
PID:	20.500.12556/DKUM-98038
UDC:	376:37.091.26(043.2)
COBISS.SI-ID:	282052099
Publication date in DKUM:	18.06.2026
Views:	210
Downloads:	18
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:	10.05.2026

Secondary language

Language:	English
Title:	Elementary school teachers' attitudes toward fairness in student assessment
Abstract:	This Master's thesis discusses fairness in the assessment of knowledge within the context of inclusive education in elementary school. The main purpose of the research was to explore how teachers understand fairness in assessment, the extent to which they implement inclusive approaches in their practice, and the obstacles they encounter in doing so. This purpose was further broken down into several research questions focusing on the understanding of fairness, the use of different forms of assessment, the involvement of pupils in the assessment process, and the perceived barriers to implementing inclusive assessment. In addition, we examined potential differences and correlations between the selected variables, particularly in relation to teachers’ years of service, their self-efficacy, and their participation in professional discussions on inclusive practices. The research was conducted using a quantitative approach based on a survey questionnaire, with 158 teachers participating. The results show that teachers often understand fairness as adapting assessment to the individual pupil, while also associating it with uniform criteria for all. In practice, traditional forms of assessment still prevail, particularly oral questioning and written exams, whereas more process-oriented and collaborative approaches are less common. Pupils are most often involved in assessment through being informed about criteria and receiving feedback, but less frequently in co-creating them. Key obstacles identified by teachers include time pressure, large class sizes, and a lack of clear, practical guidelines.
Keywords:	fairness in assessment, inclusive education, assessment methods, elementary school, teachers

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