magistrsko delo
Maja Salamon (Avtor), Marja Bešter (Mentor)

Povzetek

Slovenščina je eden izmed temeljnih predmetov v osnovnošolskem izobraževanju. Poleg notranjega ocenjevanja poteka pri nekaterih predmetih – med njimi je tudi slovenščina – na koncu 6. in 9. razreda nacionalno preverjanje znanja (NPZ) in daje povratno informacijo o znanju tako učencem in njihovim staršem kot tudi učiteljem. Medtem ko pri notranjem ocenjevanju o vsem odloča učitelj, pri zunanjem ocenjevanju strokovnjaki sestavijo standardizirane preizkuse znanja, ki so enaki za vse učence in s tem omogočajo primerjavo rezultatov na državni ravni. Nacionalno preverjanje znanje je obvezno. Namen NPZ se je z leti spreminjal, danes je glavni namen pridobiti povratno informacijo o znanju/zmožnosti učencev in izboljšati učiteljevo poučevanje. Veliko je tudi kritik tovrstnega preverjanja znanja, npr. da ima NPZ prevelik vpliv na poučevanje in se zaradi tega določene vsebine izpuščajo pri pouku. Vpliva tudi na stres učencev in ti zato ne morejo pokazati svojega znanja. Zato je potrebno rezultate interpretirati previdno in z rezervo. Zaradi različnih dilem o NPZ, tudi v zadnjem času, smo s kvantitativno raziskavo ugotavljali, kaj menijo o NPZ iz slovenščine razredni učitelji v 6. razredu in predmetni učitelji, ki poučujejo slovenščino v 6. razredu. Zanimala nas je tudi primerjava mnenja učiteljev z mnenjem učencev. Opazili smo, da se med učenci niso pojavljale večje razlike v mnenju o NPZ iz slovenščine v 6. razredu, ne glede na različno zadnjo pisno oceno pri slovenščini in ne glede na spol, medtem ko so se med učitelji ter učitelji in učenci pokazale nekatere razlike v mnenju o NPZ. Ugotovili smo, da si učitelji želijo obvezen status NPZ in da se njegov dosežek upošteva pri končni oceni iz slovenščine v 6. razredu, ker bi ga tako osmislili in učencem ponudili tudi zunanjo motivacijo; učenci pa si želijo neobvezni status NPZ. Večina učiteljev meni, da je NPZ iz slovenščine težek za šestošolce, predvsem zaradi predolgih in zahtevnih besedil ter nejasnih navodil, učenci pa ga ocenjujejo za ravno prav zahtevnega. Več učiteljev je mnenja, da sta jezikovni in književni del pri NPZ enako zahtevna; če pa so se odločili za enega zahtevnejšega, jih je več izbralo književni del, predvsem zaradi slabega branja učencev. Učiteljem se priprave učencev na NPZ zdijo pomembne, zato učence pripravljajo nanj, sami pa se nanj ne pripravljajo, vendar je zanje zelo stresen. Prav tako je večina učiteljev mnenja, da NPZ ne vpliva na njihovo poučevanje slovenščine v 6. razredu. Učitelji imajo občutek, da se učenci ne trudijo dovolj pri reševanju NPZ, medtem ko učenci trdijo, da se trudijo. Večina učiteljev izhodiščno neumetnostno besedilo ocenjuje kot predolgo, večina učencev pa ga ima za primernega tako po dolžini kot po zahtevnosti. Učitelji slovenščine pripravo na NPZ ocenjujejo za pomembnejšo v primerjavo z učitelji razrednega pouka. Učitelji z več kot 10 let delovne dobe ocenjujejo književni del kot zahtevnejši, medtem ko tisti z manj kot 10 let delovne dobe menijo, da sta oba dela NPZ enako zahtevna.

Ključne besede

ocenjevanje znanja;jezikovni del;književni del;mnenja učiteljev;mnenja učencev;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [M. Salamon]
UDK: 373.32.016:811.163.6(043.2)
COBISS: 11758153 Povezava se bo odprla v novem oknu
Št. ogledov: 665
Št. prenosov: 136
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: National external assessment in slovene at the end of the 6th grade of primary school
Sekundarni povzetek: The Slovene language represents one of the fundamental school subjects at primary school level. Alongside standard internal evaluations students undergo a national examination which takes place at the end of the 6th and 9th grade. This examination serves as a tool that provides teachers and parents with information on the level of knowledge their pupils / children possess. The difference between the two types of tests is that when speaking of internal evaluations all decisions are made solely by the teacher while the tests at the national level are standardised and assembled by field specialists. The tests are also the same for all students which enables a nationwide comparison of the results. These national examinations are mandatory. Throughout the years the purpose of the examination has differed, today the main goal is to receive information on the level of knowledge and general competencies of the students so that the teacher may improve his/her teaching abilities. This type of examination is under some scrutiny, e.g. that it has too much of an affect on teachers and their teaching techniques and that certain topics are being omitted from class as a direct consequence of the examination results. It supposedly influences students’ stress levels disabling them to properly display their knowledge on the subject. Some caution is advised when interpreting the results of these examinations. Due to different dilemmas surrounding national examinations we have applied a quantitative research method to determine where 6th grade teachers stand on the subject of national Slovene language examination – the study included first cycle primary school teachers and teachers who teach solely the Slovene language. A comparison of opinions between those of the teachers and of the students was also of some interest to us. There was almost no difference in opinions between the students themselves, regardless of sex or the level of success of their last graded assignment in Slovene language. There were however notable differences between the opinions of teachers and those of students. For instance teachers were pushing for a mandatory status of national examinations and that the achievement of students on these evaluation should be included in the final grading at the end of the school year giving the examinations a greater purpose as well as giving students extra motivation for learning. Students on the other hand are more inclined towards a voluntary status of the national examinations. Most of the teachers believe that the Slovene language national examinations are too difficult for sixth graders, mostly due to long and difficult texts and vague instruction for solving the test. Here students feel that the test is not too easy nor too difficult. More teachers than not feel that the syntax and literary section of the examination are equally difficult. When instructed to decide on the more difficult one more chose the literary section mostly due too students’ poor reading abilities. Teachers feel that the preparations for the examination are of great importance that is why they try to prepare their students well. They themselves do not have special preparations for the examination but it does bring along a certain level of stress. Most teachers believe that the national examination does not affect their teaching technique of the Slovene language in the 6th grade. They do feel however that students do not put enough effort into the national examination. Students claim they do try their best. Most of the teachers grade the primary non-literary text as being too long while most students feel is adequately long as well as adequately difficult. Teachers who teach solely the Slovene language consider preparations for the examination one of greater importance compared to the sentiments of teachers who teach in the first cycle of primary school. Also teachers with more than 10 years of service see the literary section as being more difficult while those with less than 10 years of service feel that both sections of the national examination are equally difficult.
Sekundarne ključne besede: learning test;Slovenian language;primary education;test znanja;slovenščina;osnovnošolski pouk;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Strani: 125 str.
ID: 10869030