[magistrsko delo]
Mirjam Meško (Author), Klementina Jurančič (Mentor), Melita Kukovec (Co-mentor)

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.

Keywords

master theses;formative assessment;feedback;portfolio;self-evaluation;peer evaluation;

Data

Language: English
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM FF - Faculty of Arts
Publisher: [M. Meško]
UDC: 811.111(043.2):373.2
COBISS: 24274696 Link will open in a new window
Views: 1201
Downloads: 139
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Metadata: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Other data

Secondary language: Slovenian
Secondary title: Formative assessment in English lessons in primary school
Secondary abstract: Vse več je govora o formativnem spremljanju znanja in prednostih, ki jih prinaša v razred. To je nov izviren pristop, ki omogoča trajnejše učenje za učence in jih vključi v proces izobraževanja. V teoretičnem delu smo opisali, kaj sploh pomeni formativno spremljanje znanja, kateri so ključni elementi formativnega spremljanja in katere so prednosti ter možne slabosti, ki jih formativno spremljanje prinese v razred. Med ključne elemente spadajo nameni učenja, kjer se določijo cilji in merila uspešnosti, listovnik (portfolio), kjer je opisano, kakšne so prednosti uporabe listovnika, povratna informacija, kjer razložimo, zakaj je sploh pomembna in potrebna, in preverjanje ter ocenjevanje znanja, kamor spadata tudi samoocenjevanje in medvrstniško ocenjevanje. V empiričnem delu smo naredili študijo primera. Intervjuvali smo osem osnovnošolskih učiteljev angleščine iz Podravja in jih vprašali, kaj menijo o formativnem spremljanju, kako ga vključijo v svoje poučevanje in kako se jim je delo z uporabo formativnega spremljanja spremenilo. Formativno spremljanje je komaj v zadnjih par letih postalo aktualna tema na študijskih skupinah in zato ni bilo presenetljivih rezultatov. Intervjuvani učitelji po večini uporabljajo le segmente formativnega spremljanja, saj za strogo formativno spremljanje največkrat omenjajo pomanjkanje časa. Kot vsaka novost bo tudi formativno spremljanje rabilo čas, da se ustali v našem izobraževalnem sistemu in doseže mesto, kot si ga zasluži. Učitelji so mnenja, da je tak način učenja in poučevanja potrebno uvajati že v zgodnjem obdobju, da učence postopoma pripravimo in tako z leti postane učenje lažje. Nad principom delovanja formativnega spremljanja so učitelji navdušeni in verjamejo, da lahko učenci na tak način dosegajo boljše in trajnejše znanje.
Secondary keywords: magistrska dela;formativno spremljanje znanja;povratna informacija;listovnik (portfolijo);samo-ocenjevanje;medvrstniško ocenjevanje;
URN: URN:SI:UM:
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Filozofska fak., Oddelek za anglistiko in amerikanistiko
Pages: 53 f.
ID: 10989750