diplomsko delo
Katja Golubič (Author), Martin Kramar (Mentor)

Abstract

Preverjanje in ocenjevanje je zahteven proces, na katerega se moramo dobro pripraviti. Učitelji morajo biti pozorni in upoštevati letni učni načrt, smernice in določene tematske sklope. V priprave na ure morajo vključiti tudi preverjanje in ocenjevanje znanja, zelo pomemben poudarek je na utrjevanju snovi, saj se le obravnavana snov lahko kasneje tudi preverja in ocenjuje. Naš cilj mora biti usklajenost preverjanja in ocenjevanja z nameni izobraževanja ter usklajenost med vsebino, tematiko in cilji preverjanja in ocenjevanja z vsebino in cilji obravnave. Poznamo več vrst preverjanja in ocenjevanja znanja, ki jih uporabimo glede na primernost tematskih sklopov in metodo poučevanja ter predvsem glede na prednosti in slabosti samih načinov preverjanja in ocenjevanja znanja. Nekateri dijaki imajo raje pisne naloge, drugi ustno spraševanje in nekaterim dijakom je najljubše projektno ali praktično delo. Dijaki se razlik med različnimi vrstami preverjanj dobro zavedajo in se v nekaterih načinih boljše izkažejo kot v drugih. Pouk mora biti raznolik, prav tako preverjanje in ocenjevanje znanja. Slednji proces lahko uporabimo v smeri interaktivnosti z dijaki in med dijaki, z obujanjem motivacije in spodbujanjem razširjanja obzorja znanja dijakov. Pri preverjanju in ocenjevanju je zelo pomembna povratna informacija, saj tako dijaki dobijo natančnejšo sliko, kaj natančno od njih zahteva naloga. Le tako dobijo večji uvid v celoten proces in učitelj na ta način pridobi pomembne informacije za svoje nadaljnje delo.

Keywords

preverjanje in ocenjevanje;pisno preverjanje znanja;ustno preverjanje znanja;srednje šole;diplomska dela;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UM FF - Faculty of Arts
Publisher: [K. Golubič]
UDC: 37.091.279.7:373.5(043.2)
COBISS: 19874568 Link will open in a new window
Views: 3279
Downloads: 765
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Other data

Secondary language: English
Secondary title: Didactic aspects of assessing and evaluating knowledge
Secondary abstract: The process of evaluation and assessment of knowledge requires good preparations. Teachers should focus more on and keep in mind the annual learning plan, guidelines and certain thematic sets. We have to include in the preparations also evaluation and assessment of knowledge, an important emphasis has to be made on revising the subject, because only the addressed subject can be evaluated and assessed. Our goal has to be the consistency of evaluation and assessment with the educational intentions and the consistency of content, thematic and goals of evaluation and assessment with content and goals of addressed subjects. There are many methods of evaluation and assessment of knowledge, which can be used according to the suitability with thematic sets and methods of education, especially according to the benefits and weaknesses of different methods of evaluation and assessment of knowledge. Some students prefer written test, others oral questioning and some students prefer working on projects or practical work. Students are aware of these differences very well and show different levels of knowledge in different methods of evaluation. Lessons should be diverse by nature and evaluation and assessment of knowledge should be as well. The latter process can be used with more interaction with students and between them, by inspiring motivation and encouraging students to spread their horizon of knowledge. Feedback is very important in the process of evaluation and assessment of knowledge, because students receive a much clearer insight of what the task requires from them and they receive a much clearer insight into the whole process and also teachers receive valuable information for their future work.
Secondary keywords: Evaluation and assessment of knowledge;evaluation and assessment methods;differences between written and oral questions in evaluation and assessment;fair assessment;planning;preparation and execution of evaluation and assessment.;
URN: URN:SI:UM:
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. v Mariboru, Filozofska fak., Oddelek za pedagogiko
Pages: I, 74 f.
ID: 8887532