diplomsko delo
Adelina Kofol (Author), Boža Krakar-Vogel (Mentor), Damijan Štefanc (Mentor)

Abstract

V diplomskem delu predstavljamo ocenjevanje znanja pri pouku slovenščine s poudarkom na sestavi in ocenjevanju pisnih preizkusov znanja. Ocenjevanje znanja je v šolskem prostoru zelo pomemben in odgovoren proces, ki si vsekakor zasluži posebno pozornost pri načrtovanju in izvajanju pouka slovenščine. V teoretičnem delu predstavljamo značilnosti ocenjevanja znanja, osredotočili pa smo se na pomembnost priprave in nato ocenjevanja samega pisnega preizkusa znanja. Pisno, kot tudi vsako drugo ocenjevanje znanja moramo premišljeno in skrbno načrtovati. Pomembno je, da pisne preizkuse znanja načrtujemo po vnaprej predvidenih korakih. Naloge oz. vprašanja vedno izbiramo glede na načrtovane cilje in standarde iz učnega načrta, s katerimi želimo preveriti ali oceniti njihovo doseganje, poleg tega pa moramo biti posebej pozorni, da sestavimo jasen in razumljiv pisni preizkus znanja. V empiričnem delu podajamo ugotovitve, do katerih smo prišli s pomočjo analize pisnih preizkusov znanja. Želeli smo preveriti, ali so pisni preizkusi znanja v praksi kvalitetno sestavljeni ter upoštevajo teoretična priporočila in napotke. Ugotovili smo, da pisni preizkusi znanja, ki smo jih pridobili v analizo od učiteljic slovenščine, ki poučujejo v 9. razredu osnovne šole, niso tako kvalitetno sestavljeni, kot bi sprva pričakovali oz. vsebujejo določene pomanjkljivosti, zato bi bilo potrebno sestavi dobrega pisnega preizkusa znanja v prihodnje nameniti več pozornosti.

Keywords

pedagogika;didaktika;slovenščina;osnovna šola;preverjanje;ocenjevanje;diplomsko delo;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL FF - Faculty of Arts
Publisher: [A. Kofol]
UDC: 371.26:811.163.6
COBISS: 57860194 Link will open in a new window
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Downloads: 136
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Other data

Secondary language: English
Secondary abstract: This thesis presents the assessment of knowledge in teaching Slovene with an emphasis on composition and assessment of written tests. Assessment of knowledge in schools is a very important and responsible process, which certainly deserves special attention in the planning and implementation of teaching Slovene. The theoretical section presents the characteristics of knowledge assessment, the focus is on the importance of preparation and then later on the evaluation of written examination. Written assessment, as well as any other assessment of knowledge has to be thoughtfully and carefully planned. It is very important that the written tests are planned with preset steps. Tasks and questions are always chosen according to the planned objectives and standards of the curriculum, with which we want to verify or assess the achivement of said standards and objectives, but we must be especially careful to draw a clear and understandable written examination as well. In the empirical part we present the conclusions based on the analysis of written tests. We wanted to check whether the written examinations are in fact in compliance with the quality standards and with the theoretical instructions and guidelines. We note that written tests of knowledge we have gained in the analysis of Slovene teachers who taught in the 9th grade, are not as high quality as we initially expected and contain certain shortcomings, which should be corrected with a bit more attention to detail.
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. v Ljubljani, Filozofska fak., Oddelek za pedagogiko in andragogiko, Oddelek za slovenistiko
Pages: 145 str.
ID: 11264917