Analiza naknadnega roka nacionalnega preverjanja znanja iz fizike 2012

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Language:	Slovenian
Year of publishing:	2013
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[M. Roblek]
UDC:	53:37.091.26(043.2)
COBISS:	9795913
Views:	945
Downloads:	193
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Analysis of subsequent term of the national assessment of knowledge in Physics year 2012
Secondary abstract:	In the diploma thesis the analysis of subsequent national assessment of knowledge in Physics, year 2012, is presented. The results of national assessment of knowledge in Physics were made by a method called colour coding. This method is also used in Ric for the first (regular) term of the national assessment of knowledge. We compare achievements of pupils on regular and subsequent term of national assessment of knowledge in Physics, because subsequent term is statistically less reliable than the regular term. It turned out that distribution of pupils' performance is similar on both assessments although there is a big difference in the number of participants. Even the goals that have been achieved or not achieved are similar. In the diploma thesis we analyse in detail the problem number 18 in the second term of national assessment of knowledge in Physics. It turns out that many pupils do not know in which circuit (series or parallel) electrical current or voltage remains the same. Many pupils also have problems with physical units.
Secondary keywords:	physics;fizika;
File type:	application/pdf
Type (COBISS):	Bachelor thesis/paper
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Fizika in matematika
Pages:	27 str.
Type (ePrints):	thesis
Title (ePrints):	Analysis of subsequent term of the national assessment of knowledge in Physics year 2012
Keywords (ePrints):	nacionalna preverjanja znanja
Keywords (ePrints, secondary language):	national assessment of knowledge
Abstract (ePrints):	V diplomskem delu predstavimo analizo naknadnega roka nacionalnega preverjanja znanja pri predmetu fizika za leto 2012. Rezultate naknadnega roka nacionalnega preverjanja znanja pri predmetu fizika analiziramo s pomočjo tako imenovane barvne analize, to je metoda, ki jo uporabljajo na Ric za analizo rednega roka. Ker je naknadni rok statistično manj zanesljiv, nas je zanimala primerjava dosežkov učencev na rednem in naknadnem roku nacionalnega preverjanja znanja. Izkazalo se je, da je porazdelitev uspešnosti učencev pri obeh preizkusih podobna, kljub veliki razliki v številu udeleženih učencev. Tudi cilji, ki so jih učenci dosegli oziroma niso dosegli, so podobni. Prav tako je v diplomskem delu predstavljena natančna analiza naloge 18 naknadnega roka nacionalnega preverjanja znanja. Analiza je razkrila, da veliko učencev ne ve, pri kateri vezavi (vzporedni ali zaporedni) se ohranja električni tok in pri kateri električna napetost. Veliko težav učencem predstavljajo tudi fizikalne enote.
Abstract (ePrints, secondary language):	In the diploma thesis the analysis of subsequent national assessment of knowledge in Physics, year 2012, is presented. The results of national assessment of knowledge in Physics were made by a method called colour coding. This method is also used in Ric for the first (regular) term of the national assessment of knowledge. We compare achievements of pupils on regular and subsequent term of national assessment of knowledge in Physics, because subsequent term is statistically less reliable than the regular term. It turned out that distribution of pupils' performance is similar on both assessments although there is a big difference in the number of participants. Even the goals that have been achieved or not achieved are similar. In the diploma thesis we analyse in detail the problem number 18 in the second term of national assessment of knowledge in Physics. It turns out that many pupils do not know in which circuit (series or parallel) electrical current or voltage remains the same. Many pupils also have problems with physical units.
Keywords (ePrints, secondary language):	national assessment of knowledge
ID:	8311783