diplomsko delo
Anja Vozelj (Author), Jelka Strgar (Mentor)

Abstract

Kot tretji predmet na nacionalnem preverjanju znanja se je biologija leta 2014 uvrstila že četrtič, pisalo pa jo je 4210 učencev. Povprečni dosežek učencev je bil 47,46 odstotne točke. V diplomskem delu smo podrobno vsebinsko analizirali odgovore 298 naključno izbranih pol iz celotne Slovenije. Vseh nalog v poli je bilo 22, prvih 12 so predstavljala vprašanja izbirnega tipa, sledilo pa je še 10 strukturiranih nalog s po dvema podvprašanjema. Osredotočili smo se na teh zadnjih 10 nalog, saj nam omogočajo boljši vpogled v dejansko znanje učencev. S pomočjo treh hipotez smo preverili, ali se med odgovori pojavljajo značilne pomanjkljivosti oz. tipični napačni odgovori, ali učenci določenih tem, zajetih v temeljnih standardih učnih načrtov, ne obvladajo zadovoljivo ter ali imajo težave pri razumevanju in branju navodil ter pisnem izražanju. Izhajajoč iz rezultatov, ki smo jih dobili z analizo, smo vse tri hipoteze sprejeli.

Keywords

nacionalno preverjanje znanja;nacionalni preizkusi znanja;zunanje preverjanje;naloge izbirnega tipa;naloge strukturiranega tipa;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL BF - Biotechnical Faculty
Publisher: [A. Vozelj]
UDC: 57:37.091.276:373.3(043.2)
COBISS: 10858825 Link will open in a new window
Views: 971
Downloads: 232
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Other data

Secondary language: English
Secondary title: Biology, national assessment of knowledge, external assessment of knowledge, single choice questions, structured questions
Secondary abstract: In 2014, Biology was part of the National Assessment of Knowledge as the third subject for the fourth time. 4210 students took it with the average score of 47,46 percentile points. This thesis analyses in depth the answers of 298 randomly selected exams from across Slovenia. The exam consisted of 22 questions, 12 of which were single choice questions. The other 10 were structured with two additional sub questions. This thesis focuses on the last 10 questions as they offer us a better insight into the overall knowledge of the students. Three hypotheses were used to try and establish whether some common errors or typical wrong answers occur, whether students lack knowledge of specific subjects in the current curriculum and whether misinterpretations of the questions or perhaps an inability to express oneself are present. The analysis of the results from the random sample has allowed us to accept all three hypotheses.
Secondary keywords: biology;primary education;marking;biologija;osnovnošolski pouk;ocenjevanje;
File type: application/pdf
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Naravoslovnotehniška fak., Fak. za kemijo in kemijsko tehnologijo, Biotehniška fak., Kemija in biologija
Pages: XI, 106 str., [25] str. pril.
ID: 9115608