Ocenjevanje branja pri odraslih po poškodbi možganov

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2012
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[J. Rupnik]
UDC:	376.1(043.2)
COBISS:	9321033
Views:	1606
Downloads:	312
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Reading assessment in adults after brain injury
Secondary abstract:	Brain injury represents a very large health and social problem today because its consequences can be seen in physical, emotional and cognitive area, which means that they can affect reading ability. Reading ability is the basis for literacy which has an important impact on social inclusion and personal development of an individual. Prolonged comprehensive rehabilitation carried out in Slovenia in three institutions must among other also include a special pedagogic programme, which also comprises programmes for learning to read again. The basis for planning the aims to be dealt with is the assessment of the abilities of an individual. The thesis was aimed at preparing a test which would help special and rehabilitation educators working in the field of comprehensive rehabilitation of persons after brain injury assess reading abilities of an individual. Since the test is intended for adults, it contains text used by adults in their everyday lives. Criteria for monitoring the tested persons and a question for self-assessment after completing an individual task were added to the tasks. By testing the tasks (item analysis) it was ascertained that the difficulty level was appropriate in 32 of 33 questions in the test and the discrimination in 25 of 33 questions. Metric characteristics of the tasks were verified. It was ascertained that objectivity was appropriate from the aspect of testing and evaluation of results, however, some changes will have to be made in the instructions and questions before their further use. The reliability and discrimination of the test were appropriate. Content validity was appropriate in 20 of 33 questions. Construct validity was not appropriate or could not be properly calculated because the number of tested persons was too small. Monitoring criteria will also have to be somewhat changed prior to further use. It was also ascertained that the persons taking the test had difficulties in self-assessment after finished work. The test and monitoring criteria were partly changed in accordance with the comments of examiners and the changes were added in enclosures.
Secondary keywords:	brain injury;rehabilitation;learning test;možganska poškodba;rehabilitacija;test znanja;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Oddelek za specialno in rehabilitacijsko pedagogiko
Pages:	111 str.
Type (ePrints):	thesis
Title (ePrints):	Reading assessment in adults after brain injury
Keywords (ePrints):	pismenost
Keywords (ePrints, secondary language):	literacy
Abstract (ePrints):	Poškodbe možganov predstavljajo v današnjem času velik zdravstveno socialni problem, saj povzročijo posledice na telesnem, emocionalnem in kognitivnem področju, kar pomeni da lahko vplivajo tudi na spretnost branja. Ta je osnova pismenosti, ki pomembno vpliva na socialno vključenost in osebni razvoj posameznika. Celostna dolgotrajna rehabilitacija, ki se v Sloveniji izvaja v treh zavodih, mora med drugim vključevati specialnopedagoški program, le-ta pa vsebuje tudi ponovno učenje branja. Temelj načrtovanja ciljev za obravnavo je ocena funkcioniranja posameznika. Cilj mojega dela je bil izdelati test, ki bi specialnim in rehabilitacijskim pedagogom, ki v praksi delujejo na področju celostne rehabilitacije oseb po poškodbi možganov, pomagal pri oceni funkcioniranja na področju branja. Ker je test namenjen odraslim, vsebuje besedila, ki jih odrasli uporabljajo v vsakdanjem življenju. Nalogam sem dodala kriterije opazovanja testiranca ter vprašanja za samoocenjevanje po reševanju posamezne naloge. S preizkusom nalog (item analizo) sem ugotovila, da je težavnost ustrezna pri 32 od 33 vprašanj, ki jih vsebuje test, diskriminativnost je ustrezna pri 25 od 33 vprašanj. Nalogam sem preverila merske karakteristike. Ugotovila sem, da sta objektivnost z vidika testiranja in z vidika vrednotenja rezultatov ustrezni, vseeno pa bo pred nadaljnjo uporabo potrebno dodati nekaj sprememb v navodilih in vprašanjih. Test ima ustrezno zanesljivost in diskriminativnost. Vsebinska veljavnost je ustrezna pri 20 od 33 vprašanj. Konstruktna veljavnost ni ustrezna oziroma je zaradi premajhnega števila testirancev ni bilo mogoče ustrezno izračunati. Tudi kriterije opazovanja bo potrebno pred nadaljnjo uporabo nekoliko spremeniti. Ugotovila sem, da so pri osebah, ki so reševale test, prisotne težave na področju samoocenjevanja po končanem delu. Test in kriterije opazovanja sem delno spremenila glede na pripombe testatorjev in spremembe dodala v priloge.
Abstract (ePrints, secondary language):	Brain injury represents a very large health and social problem today because its consequences can be seen in physical, emotional and cognitive area, which means that they can affect reading ability. Reading ability is the basis for literacy which has an important impact on social inclusion and personal development of an individual. Prolonged comprehensive rehabilitation carried out in Slovenia in three institutions must among other also include a special pedagogic programme, which also comprises programmes for learning to read again. The basis for planning the aims to be dealt with is the assessment of the abilities of an individual. The thesis was aimed at preparing a test which would help special and rehabilitation educators working in the field of comprehensive rehabilitation of persons after brain injury assess reading abilities of an individual. Since the test is intended for adults, it contains text used by adults in their everyday lives. Criteria for monitoring the tested persons and a question for self-assessment after completing an individual task were added to the tasks. By testing the tasks (item analysis) it was ascertained that the difficulty level was appropriate in 32 of 33 questions in the test and the discrimination in 25 of 33 questions. Metric characteristics of the tasks were verified. It was ascertained that objectivity was appropriate from the aspect of testing and evaluation of results, however, some changes will have to be made in the instructions and questions before their further use. The reliability and discrimination of the test were appropriate. Content validity was appropriate in 20 of 33 questions. Construct validity was not appropriate or could not be properly calculated because the number of tested persons was too small. Monitoring criteria will also have to be somewhat changed prior to further use. It was also ascertained that the persons taking the test had difficulties in self-assessment after finished work. The test and monitoring criteria were partly changed in accordance with the comments of examiners and the changes were added in enclosures.
Keywords (ePrints, secondary language):	literacy
ID:	8310617