diplomsko delo
Klavdija Klopčič (Author), Jelka Strgar (Mentor)

Abstract

V diplomski nalogi smo se osredotočili na nacionalno preverjanje znanja iz biologije, ki so ga učenci na slovenskih šolah pisali v šolskem letu 2016/17. Nacionalno preverjanje znanja je zunanje preverjanje, pri katerem učenci istočasno in pod enakimi pogoji rešujejo preizkuse znanja. Ti so sestavljeni tako, da pokažejo, na katerih področjih učenci dosegajo minimalen nivo znanja in na katerih ne. Osnovni cilj NPZ je povratna informacija tako učencem, kot tudi učiteljem, staršem, šoli in državi. Raziskava je pokazala, da imajo učitelji pozitivnejša stališča do NPZ kot učenci in njihovi starši, a menijo tudi, da so nekatere naloge v preverjanju neprimerne (prezahtevne ali premalo zahtevne). Učitelji so ocenili, da je bilo časa za pisanje preizkusa ravno dovolj, morda celo preveč. Skoraj v celoti se strinjajo, da so bila Navodila za e-vrednotenje, ki se je tega leta prvič izvajalo, primerna in razumljiva in da pomoči pri e-vrednotenju skoraj niso potrebovali. Navodila za vrednotenje preizkusa so se jim zdela pri določenih nalogah preozka. Zastopanost posameznih tem se je učiteljem zdela primerna, nekateri pa so menili, da je bilo preveč poudarka na fotosintezi, celičnem dihanju, sprejemanju plinov in biologiji človeka, premalo pa na živalih, ekologiji in glivah.

Keywords

nacionalno preverjanje znanja (NPZ);vrednotenje znanja;anketni vprašalnik;mnenja učiteljev biologije;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL BF - Biotechnical Faculty
Publisher: [K. Klopčič]
UDC: 57:373.3(043.2)
COBISS: 12574025 Link will open in a new window
Views: 412
Downloads: 57
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Other data

Secondary language: English
Secondary title: Opinions of biology teachers about the National assessment of biology knowledge in 2017
Secondary abstract: In the tehsis we focused on the national assessment of knowledge that student wrote at Slovenian schools in the 2016/2017 school year. First, we asked Ric for their survey permission, which was published on their website and redesigned for our purpose and then distirbuted it to primary school teachers whose students wrote NPZ in Biology during the school year. When we got the questionnaires back, we did ananalysis and determined theteachers' attitudes towards the NPZ. The thesinitially presentsthe NPZ organizaton, as well as other international research out in Slovenia in primary schools. National assessment testing an external proficiency test where students simultaneously pass the same test under the same conditions. These are designes to show in which are asstudents are reaching a minimun level of knowledge and where they are not. The primary goalof NPZ is to provide feedback to student, teachers, parents and school. The survery showed that teachers have a more positive attitude towards NPZ than students and their parents, but also belive that some of the tasks in the assessment are inappropriate (too demanding or too difficult). The interviewed teachers alomst completely agree, that the eevulation guidelines, which were implemented for the first time this year, were appropriate and understandable. They stated that they hardly needed help with e-evaluation, but they were given toonarrow a set of instructions as they didn't have to give a point, even though the student's answer was reasonable. There is too much emphasis according to the teachers on photosynthesis, cellular respirationand gas uptake, as well as human biology and certainly not enough on topics from animals, ecology and fungi.
Secondary keywords: biology;primary education;biologija;osnovnošolski pouk;
File type: application/pdf
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Dvopredmetni učitelj biologije in gospodinjstva
Pages: 66 str., [31] str. pril.
ID: 11220219