magistrsko delo
Nejc Koprivšek (Author), Alenka Lipovec (Mentor), Samo Repolusk (Co-mentor)

Abstract

Preverjanje in ocenjevanje znanja pri pouku matematike je pomemben del vzgojno-izobraževalnega procesa, skozi katerega gredo učenci. Učitelji preverjajo znanje matematike s pomočjo pisnih in ustnih preizkusov, uporabljajo pa tudi domače naloge, raziskovalne naloge, osebne mape in alternativne načine ugotavljanja znanja, ki zajemajo kvize, skupinsko reševanje nalog, sestavljanje nalog drug drugemu in uporabo računalniških aplikacij. Učitelji morajo biti pri podajanju in preverjanju znanja pozorni na učne cilje in standarde znanja, določene z učnim načrtom, ter na pokritost različnih tipov matematičnih znanj po izbrani taksonomiji znanj. S preverjanji morajo zagotoviti vsem učencem, tudi učencem s posebnimi potrebami, enake pogoje za izkazovanje znanja. Učencem dodelijo številčne ali opisne ocene. Predtesti so pisna preverjanja znanja, ki jih učenci pišejo pred pisnim ocenjevanjem. Empirični del tega magistrskega dela temelji na raziskavi, ki je bila izvedena na manjšem vzorcu, kjer smo raziskovali, ali in kako učitelji v slovenskih osnovnih šolah uporabljajo predteste. V rezultatih raziskave predstavimo aktualno prakso učiteljev pri izvajanju predtestov, kakšni naj bi bili predtesti po mnenju učiteljev in kakšen odnos imajo do njih. Pomembna je ugotovitev, da učitelji vedo, da predtesti niso obvezna oblika preverjanja znanja, vendar jih kljub temu pogosto uporabljajo. Predstavimo tudi prednosti in pomanjkljivosti predtestov ter nekatere predloge za učinkovito preverjanje znanja.

Keywords

pouk matematike;preverjanje;ocenjevanje;ugotavljanje znanja;preizkusi znanja;magistrska dela;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM FNM - Faculty of Natural Sciences and Mathematics
Publisher: [N. Koprivšek]
UDC: 37.091.279.7:51(043.2)
COBISS: 20619016 Link will open in a new window
Views: 1574
Downloads: 361
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Other data

Secondary language: English
Secondary title: Assessment in the Mathematics Classroom
Secondary abstract: Checking and grading of mathematical knowledge at mathematical courses is a very important part of the educational process through which the pupils go. Teachers check knowledge through written and oral examination, homework, investigations, personal data and alternative ways of assessment, which consist of quizzes, group problem solving, constructing tasks for each other and usage of computer applications. When teachers are preparing assessments, they have to bear in mind the teaching goals and standards of knowledge, which are defined with curriculum. Also different kinds of knowledge have to be covered by the selected taxonomy of knowledge. All the pupils, even those with special needs, have to have the same conditions to show their knowledge. Pupils get numerical or descriptive notes. Pretests are written exams, which pupils write before the real written assessment. The empirical part of this master thesis is based on research, which was made on a small sample, where we asked how and if the teachers in Slovenia's primary school use pre-tests. The results show, how the pre-tests should look like and what kind of relationship do the teachers have towards them. A very important conclusion is that teachers know, that pre-tests are not obligatory work for them but they still often use them. We state positive and negative aspects of pretests and some proposals for effective assessments.
Secondary keywords: mathematics instruction;checking;grading;assessment;tests;master theses;
URN: URN:SI:UM:
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Fak. za naravoslovje in matematiko, Oddelek za matematiko in računalništvo
Pages: 88 str.
ID: 8729460