Matjaž Duh (Author), Rebeka Kolar (Author), Lea Rezar (Author)

Abstract

V prispevku obravnavamo problematiko opisnega ocenjevanja, ki je v Sloveniji uzakonjen način ocenjevanja v prvem triletju osnovne šole. Posebej smo se osredotočili na opisno ocenjevanje pri likovni vzgoji. Po mnenju številnih strokovnjakov je opisno ocenjevanje v primerjavi s številčnih mnogo kvalitetnejši in nazornejši način ocenjevanja, saj se opišejo (ne)doseženi cilji oziroma standardi znanja, ki jih je učenec dosegel ali ne. Ker omenjeni način ocenjevanja za učitelje pomeni dodatno obremenitev, je vse pogostejše enostavno prepisovanje ciljev oziroma standardov znanja, ki potem tvorijo opisno oceno za posameznega učenca. Še posebej se to kaže pri likovni vzgoji. V raziskavi preverjamo, kakšno je trenutno stanje na področju opisnega ocenjevanja pri likovni vzgoji. S kvantitativno in kvalitativno raziskavo smo na podlagi anketnega vprašalnika in primerov sumativnih opisnih ocen pri likovni vzgoji preverili, kaj menijo učitelji o opisnem ocenjevanju in kako ga v resnici izvajajo. Ugotovili smo, da je večina učiteljev zadovoljnih z opisnim ocenjevanjem in da glede na rezultate analize anketnih vprašalnikov upošteva vse nasvete. Po analizi primerov sumativnih opisnih ocen pri likovni vzgoji pa se je pokazalo ravno nasprotno, saj je bila le redkokje upoštevana individualizacija, izstopale so skoraj identične opisne ocene pri likovni vzgoji.

Keywords

vzgoja in izobraževanje;likovna vzgoja;likovno vrednotenje;ocenjevanje;opisno ocenjevanje;osnovna šola;formativna opisna ocena;sumativna opisna ocena;prvo triletje;

Data

Language: Slovenian
Year of publishing:
Typology: 1.02 - Review Article
Organization: UM PEF - Faculty of Education
Publisher: Pedagoška fakulteta
UDC: 37.091.279.7:73
COBISS: 17017864 Link will open in a new window
ISSN: 1855-4431
Parent publication: Revija za elementarno izobraževanje
Views: 2562
Downloads: 293
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Other data

Secondary language: English
Secondary title: Descriptive assessment in art classes in the first three years of primary school
Secondary abstract: The article describes the problems of descriptive assessment, which in Slovenia, is used during the first three years of primary school. We focussed special attention on descriptive assessment in Art Education. According to the opinion of many experts, descriptive assessment is of more quality than numerical assessment. Moreover, it is also much more illustrative, for it describes all the pupil's (un)attained goals or standards of knowledge. However, as the mentioned method presents an additional burden for the teachers, simple copying of the goals or standards of knowledge which later form the descriptive mark for every individual pupil is becoming increasingly frequent. This has been especially well presented in Art Education. In our research we checked the current state in the field of descriptive assessment in Art Education. With the quantitative and qualitative research, performed on the basis of a questionnaire and examples of summative descriptive marks in Art Education, we examined teachers' opinions on descriptive assessment and how this method is truly being practiced. We discovered that most of the teachers are satisfied with the method. Furthermore, the questionnaire also revealed that most of them also take all the advice given. On the contrary, the analysis of the summative descriptive marks in Art Education revealed just the opposite; individualisation had been rarely considered, and the Art Education programme was noted for its extremely obvious, nearly identical, descriptive marks.
Secondary keywords: education;art education;first educational period;primary school;artistic evaluation;assessment process;descriptive assessment;formative descriptive mark;summative descriptive mark;
URN: URN:NBN:SI
Type (COBISS): Article
Pages: str. 59-72
Volume: ǂLetn. ǂ2
Issue: ǂšt. ǂ1
Chronology: maj 2009
ID: 1734259