magistrsko delo
Tina Troha (Author), Dragan Potočnik (Mentor), Nataša Maver Šoba (Co-mentor)

Abstract

Formativno spremljanje je pristop k poučevanju, ki spodbuja vseživljenjsko učenje. Učenci imajo pri formativnem spremljanju osrednjo vlogo, niso več le poslušalci udeleženci. Formativno spremljanje spodbudi njihovo sodelovanje pri pouku in jim pomaga k razumevanju snovi na globlji ravni. V teoretičnem delu smo predstavili inovativne pristope poučevanja, formativno spremljanje ter element nameni učenja in kriteriji uspešnosti. V praktičnem delu pa smo opravili analizo anketnih vprašalnikov o uporabi formativnega spremljanja v praksi. Namen magistrskega dela je raziskati vpliv formativnega spremljanja, še posebej namenov učenja in kriterijev uspešnosti pri pouku zgodovine. Cilj je izvesti anketo med učenci, dijaki in učitelji, da smo pridobili vpogled uporabe formativnega spremljanja v praksi. V anketi je sodelovalo 235 učencev, 93 dijakov in 68 učiteljev. Analize so pokazale, da so tako učenci in dijaki kot učitelji seznanjeni s formativnim spremljanjem. Poznavanje namenov učenja in kriterijev uspešnosti je med učenci in dijaki manjše. K temu zagotovo pripomore tudi to, da učitelji ne uporabljajo teh dveh izrazov, ko jim posredujejo cilje. Učitelji elemente formativnega spremljanja pogosto uporabljajo, še najpogosteje povratno informacijo. Nameni učenja in kriteriji uspešnosti pa so med najmanj pogosto uporabljenimi.

Keywords

formativno spremljanje;nameni učenja;kriteriji uspešnosti;magistrska dela;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM FF - Faculty of Arts
Publisher: [T. Troha]
UDC: 37.091.3:93/94(043.2)
COBISS: 103754755 Link will open in a new window
Views: 237
Downloads: 25
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Other data

Secondary language: English
Secondary title: Formative assessment in school with highlights on the clarifying, sharing and understanding learning intentions and criteria for success in history class
Secondary abstract: Formative assessment is an approach to teaching which promotes lifelong learning. Students play a central role in formative assessment. They are no longer just listening participants. Formative assessment encourages their participation in lessons and helps them understand the lesson at a deeper level. In the theoretical part, we presented innovative teaching approaches, formative assessment, and the elements of learning purposes and performance criteria. In the practical part, we performed an analysis of survey questionnaires on the use of formative assessment in practice. The purpose of the master's thesis was to research the impact of formative assessment, especially the learning purposes and performance criteria in history lessons. The objective was to conduct a survey among elementary school students, secondary school students, and teachers to gain insight into the use of formative assessment in practice. 235 elementary school students, 93 secondary school students, and 68 teachers participated in the survey. The analyses have shown that the elementary school students, secondary school students, and teachers are familiar with formative assessment. Knowledge of learning purposes and performance criteria is lower among the elementary school students and secondary school students. This is certainly supported by the fact that the teachers do not use these two terms when they communicate objectives to them. The teachers often use elements of formative assessment, most often feedback. Learning purposes and performance criteria, however, are among the least frequently used.
Secondary keywords: formative assessment;learning purposes;performance criteria;master theses;Učenje in poučevanje;Zgodovina;Izobraževalni in vzgojni cilji;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Filozofska fak., Oddelek za zgodovino
Pages: 1 spletni vir (1 datoteka PDF (IX, 115 str., [24] str. pril.))
ID: 14510052