Milena Ivanuš-Grmek (Author), Barbara Vršič (Author), Karin Bakračevič Vukman (Author)

Abstract

V prispevku predstavljamo kompetenco učenje učenja in vlogo učitelja pri spodbujanju njenega razvoja preko ocenjevanja in dajanja povratnih informacij. Poučevanje za učenje učenja vpliva na učiteljevo ravnanje v razredu, kar se kaže v večji odgovornosti in v spremenjenem odnosu do učencev. Od učiteljev zahteva drugačno pojmovanje lastnega znanja, poučevanja in učenja ter prispeva k večji avtonomnosti učencev. Med dejavniki učenja, na katere lahko vplivamo v šoli, smo izpostavili ocenjevanje in samoocenjevanje ter vsebino in oblike povratne informacije. Rezultati raziskave nas opozarjajo, da anketirani osnovnošolski učitelji večinoma ocenjujejo, da dejavnosti za spodbujanje učenja učenja izvajajo relativno pogosto, obstajajo pa razlike glede na delovne izkušnje učiteljev.

Keywords

učenje učenja;ocenjevanje znanja;samoocenjevanje;povratne informacije;osnovne šole;ne zaključna dela;

Data

Language: Slovenian
Year of publishing:
Typology: 1.02 - Review Article
Organization: UM FF - Faculty of Arts
UDC: 373.3.091.3
COBISS: 20704520 Link will open in a new window
ISSN: 1855-4431
Parent publication: Revija za elementarno izobraževanje
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Other data

Secondary language: English
Secondary title: Assessment as a factor encouraging the learning-to-learn competency
Secondary abstract: The paper presents the learning to learn competence, and teacher's role in promoting its development through assessment and providing feedback. Teaching for learning to learn affects teacher behavior in the classroom, resulting in greater accountability and in revised attitudes towards the students. From teachers it requires a different conception of their own knowledge, teaching and learning, and contributes to increased autonomy of learners. Among the factors of learning school can influence assessment and self-assessment and the content and forms of feedback were exposed. The survey results remind us that a majority of participating teachers in basic school estimate they perform the activities to promote learning to learn carried relatively frequently, there are, however, differences depending on teachers' work experience.
Secondary keywords: learning to learn;knowledge assessment;self-assessment;feedback;Osnovnošolsko učenje in poučevanje;Ocenjevanje (izobraževanje);
URN: URN:NBN:SI
Type (COBISS): Article
Pages: str. 97-115
Volume: ǂLetn. ǂ7
Issue: ǂšt. ǂ2
Chronology: jun. 2014
ID: 9091924