magistrsko delo
Saša Radinović (Author), Dragan Potočnik (Mentor)

Abstract

V zaključnem delu smo preverjali uporabo elementov formativnega spremljanja s poudarkom na elementu samovrednotenja in vrstniškega vrednotenja v pedagoškem procesu na slovenskih šolah. V teoretičnem delu smo opisali proces formativnega spremljanja pri pouku, možnost uporabe posameznih elementov ter natančneje predstavili element samovrednotenja in vrstniškega vrednotenja. Izdelali smo tudi orodja, namenjena izvedbi samovrednotenja in vrstniškega vrednotenja pri pouku zgodovine. V empiričnem delu smo preverjali, v kolikšni meri učitelji uporabljajo elemente formativnega spremljanja, s poudarkom na elementu samovrednotenja in vrstniškega vrednotenja v pedagoškem procesu, ter na kakšen način jih izvajajo. Prav tako smo preverili, v kolikšni meri so učenci po njihovem mnenju deležni uporabe elementa samovrednotenja in vrstniškega vrednotenja pri učnih urah zgodovine. Uporabo posameznih izdelanih orodij za izvedbo samovrednotenja in vrstniškega vrednotenja smo preverili pri učiteljici, ki poučuje zgodovino na osnovni šoli. V zaključku smo predstavili možnost uporabe elementov samovrednotenja v praksi, in sicer z izvedbo učne ure pred učitelji zgodovine in geografije.

Keywords

magistrska dela;formativno spremljanje;samovrednotenje;vrstniško vrednotenje;zgodovina;orodja;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM FF - Faculty of Arts
Publisher: [S. Radinović]
UDC: 37.091.26:93/94(043.2)
COBISS: 25405187 Link will open in a new window
Views: 510
Downloads: 99
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Other data

Secondary language: English
Secondary title: Formative assessment with an emphasis on elements of self-evaluation and peer evaluation in history classes
Secondary abstract: In the paper, we explored the use of elements of formative assessment at Slovenian schools, with an emphasis on self-evaluation and peer evaluation in the pedagogical process. In the theoretical part, we described the process of formative monitoring in the classroom and the usage of individual elements. Besides that, we presented the elements of self-evaluation and peer evaluation in more detail. We also developed tools for self-assessment and peer evaluation during history lessons. In the empirical part, we researched the extent to which teachers use elements of formative monitoring, with an emphasis on self-evaluation and peer evaluation in the pedagogical process, and in what way they implement them in the learning procedure. Apart from that, we analysed how much students, in their opinion, benefit from the use of certain elements of self-evaluation and peer evaluation in history lessons. We tested individual tools for self-assessment and peer evaluation with the help of a primary school history teacher. In the conclusion, we presented the possibility of using the elements of self-evaluation in practice by conducting a lesson in the presence of history and geography teachers.
Secondary keywords: master theses;formative assessment;self-evaluation;peer evaluation;history;tools;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Filozofska fak., Oddelek za zgodovino
Pages: VII f., 78 str., [18] str. pril.
ID: 11698378