magistrsko delo
Monika Sušec (Author), Janja Tekavc (Mentor)

Abstract

Formativno spremljanje postaja v današnjih časih vedno pogostejši pristop, ki ga pri svojem poučevanju uporabljajo učitelji tako pri mlajših kot tudi starejših učencih. Gre za pristop, ki postavlja učenca v središče učnega procesa ter ga spremeni iz pasivnega v aktivnega udeleženca vzgojno-izobraževalnega procesa. V teoretičnem delu naše magistrske naloge smo v prvem delu natančneje predstavili preverjanje in ocenjevanje znanja, v drugem delu pa opredelili formativno spremljanje. Namen našega magistrskega dela je bil ugotoviti, kako dobro osnovnošolski učitelji poznajo formativno spremljanje in njegove posamezne elemente, kako pogosto se jih poslužujejo pri lastnem poučevanju ter katere prednosti in pomanjkljivosti pri tem opažajo. Sodelovalo je 153 osnovnošolskih učiteljev. Rezultati anketnega vprašalnika so pokazali, da učitelji dobro poznajo formativno spremljanje in njegove elemente, največ znanja o njem pa so pridobili na različnih izobraževanjih. Ugotovili smo, da učitelji po načelih formativnega spremljanja poučujejo občasno, najpogosteje pa se poslužujejo različnih elementov. Učitelji v formativnem spremljanju vidijo različne prednosti, kot so samostojnejši in aktivnejši učenci, večja samozavest in bolj razvito kritično mišljenje pri učencih ter večje sodelovanje med njimi. Težave imajo predvsem s časovno omejitvijo, ohranjanjem discipline v razredu ter vzdrževanjem motivacije učencev.

Keywords

magistrska dela;osnovnošolski učitelji;formativno spremljanje;elementi formativnega spremljanja;pogledi osnovnošolskih učiteljev;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM PEF - Faculty of Education
Publisher: [M. Sušec]
UDC: 37.091.3(043.2)
COBISS: 153603587 Link will open in a new window
Views: 377
Downloads: 76
Average score: 0 (0 votes)
Metadata: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Other data

Secondary language: English
Secondary title: Primary school teachers' views on formative assessment
Secondary abstract: Formative assessment is nowadays becoming an increasingly common approach used by teachers in their teaching both with younger and older students. It is an approach that places the student at the center of the learning process and changes the student from a passive to an active participant in the educational process. In the theoretical part of our master's thesis, we precisely presented the verification and assessment of knowledge, and in the second part we defined formative assessment. The purpose of this master's work is to find out how well primary school teachers know formative assessment and its individual elements, how often they use them in their own teaching, and what advantages and disadvantages they perceive. 153 primary school teachers participated. The results of the survey questionnaire showed that teachers are well aware of formative assessment and its elements, and they acquired most of the knowledge in various training courses. We found that occasionally teachers teach according to the principles of formative assessment, but most often use different elements. Teachers see various advantages in formative assessment, such as more independent and active students, greater self-confidence and more developed critical thinking among students, and greater cooperation among them. They mainly encounter problems with time limit, maintaining discipline in the class and maintaining the students' motivation.
Secondary keywords: master theses;primary school teachers;formative assessment;elements of formative assessment;primary school teachers' views;Osnovnošolski učitelji;Osnovnošolsko učenje in poučevanje;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: 1 spletni vir (1 datoteka PDF (XI, 119 str.))
ID: 18472058