diplomsko delo
Miha Žarn (Avtor), Zlatan Magajna (Mentor), Adrijana Mastnak (Komentor)

Povzetek

Formativno spremljanje je učni proces, pri katerem sproti spremljamo in preverjamo učenčevo znanje in tako na podlagi pridobljenih informacij o učenčevem znanju krmilimo učni proces. Izvaja se med samim učnim procesom z namenom sprotnega vpogleda v učenčevo znanje. Sprotno odkrivanje vrzeli v znanju omogoča hitrejše odpravljanje le teh in učinkovitejše učenje. S povratnimi informacijami, ki učenca usmerjajo k odpravljanju napak, pri učencih vzbujamo občutek odgovornosti do svojega znanja. Pri formativnem spremljanju so zelo pomembni tudi učni cilji in kriteriji, ki jih morajo učenci spoznati pred ali med obravnavo učne snovi, saj le tako lahko usmerjajo svojo dejavnost v dosego želenega cilja. Pri formativnem spremljanju je zelo pomembno učinkovito samovrednotenje in samoregulacija učencev, ki ju dosežemo ravno s tem, da učencem jasno predstavimo cilje in kriterije za dosego le teh. Za izboljšanje samovrednotenja se uporabljajo različni instrumenti, med katerimi so tudi rubrike in skripte. Rubrike so seznam kriterijev uspešnosti, pri katerih je navedena tudi ocenjevalna lestvica z opisom posamezne stopnje na tej lestvici. Skripte so zapisi strukturiranih korakov ali vprašanj, ki učenca vodijo skozi reševanje naloge od začetka do konca. Raziskave na temo uporabe skript in rubrik so pokazale pozitiven vpliv na samoregulacijo učenja. V empiričnem delu naloge me je zanimal vpliv skript na uspešnost reševanja nalog načrtovanja trikotnikov. Izkazalo se je, da so učenci, ki so uporabljali skripto, naloge reševali bolje kot učenci, ki skript niso imeli. Povedali in zapisali so, da se jim skripta zdi uporabna. Služila jim je kot opomnik na vse potrebne korake pri reševanju nalog načrtovanja trikotnikov. V intervjuju z učiteljico matematike teh učencev sem izvedel, da je tudi ona opazila pozitiven vpliv in odnos učencev do skripte. Učinek skripte bi bil, po učiteljičinem mnenju, še večji, če bi učenci sodelovali pri oblikovanju skripte.

Ključne besede

formativno spremljanje;samoregulacija;skripta;rubrika;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.11 - Diplomsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [M. Žarn]
UDK: 37.091.26:51(043.2)
COBISS: 12112713 Povezava se bo odprla v novem oknu
Št. ogledov: 719
Št. prenosov: 118
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Formative assessment with scripts
Sekundarni povzetek: Formative assessment is a teaching process where we monitor and test the pupils' knowledge, and thus, based on the acquired information on their knowledge, we control the teaching process. It is carried out during the teaching process in order to provide an instant insight into the pupil's knowledge. Regular detection of knowledge gaps makes it possible to resolve these gaps faster and makes the studying more efficient. Acquired feedback helps to eliminate pupils' mistakes and gives them a sense of responsibility when it comes to their own knowledge. Learning objectives and criteria which the pupils need to know before and during the discussion of the learning materials are very important when it comes to the formative assessment, as only in this way can we direct their activities towards achieving the desired goal. Effective self-evaluation and self-regulation of pupils is very important, and is achieved by clearly presenting them the goals and criteria that need to be met for achieving these goals. Several instruments are used for better self-assessment, such as rubrics and scripts. The rubrics are a set of successfulness criteria which also include an assessment scale with a description of each level on this scale. The scripts are a record of structured steps or questions that guide the pupil and help them solve the task from the beginning to the end. Research on the use of scripts and rubrics has shown a positive impact on self-regulation of learning. In the empirical part of this paper, I was interested in the influence of the script on the success of solving the task of constructing triangles. It turns out that pupils who used the script worked better than the students who did not have the script and they stated that it seemed useful to them. The script served as a reminder of all the necessary steps in solving the tasks of constructing triangles. In an interview with a pupils' teacher of mathematics, I learned that they seemed to react positively when it came to the use of the script. According to the teacher, the effect of the script would be even greater if pupils participated in the creation of it.
Sekundarne ključne besede: self-evaluation;mathematics;samovrednotenje;matematika;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Diplomsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Dvopredmetni učitelj: Fizika-matematika
Strani: 33 f.
ID: 10973078