Formativno spremljanje učencev 5. razreda pri pouku slovenščine, v prilagojenem vzgojno-izobraževalnem programu z nižjim izobrazbenim standardom

magistrsko delo

Nataša Planko (Avtor), Mojca Lipec-Stopar (Mentor)

Povzetek

Formativno spremljanje omogoča, da učenci soustvarjajo učni proces, so aktivni, sproti vrednotijo svoje delo, in so deležni kakovostnih povratnih informacij tako od učitelja kot od sošolcev. Učenci so tako v središču učnega procesa in prevzamejo odgovornost za svoje učenje. Ta oblika poučevanja in učenja v ospredje postavlja skrb za individualni napredek vsakega učenca, ki aktivno spoznava tudi strategije in poti do načrtovanega cilja. Učiteljeva glavna naloga je, da učence v učnem procesu podpira in usmerja s kakovostnimi povratnimi informacijami, ki vsebujejo usmerjanje in nasvete. Vse te značilnosti smo sistematično uvajali in spremljali. V raziskavo smo vključili 10 učencev 5. razreda prilagojenega vzgojno-izobraževalnega programa z nižjim izobrazbenim standardom. Ugotavljali smo, ali uvajanje elementov formativnega spremljanja in vrednotenja v pouk slovenščine pripomore k izboljšanju sporazumevalnih zmožnosti učencev. Zanimal nas je tudi odnos učencev do učenja slovenščine pred in po uvedbi formativnega spremljanja v učni proces. Na osnovi vseh opažanj smo skušali ugotoviti, ali je učenje po modelu formativnega spremljanja in vrednotenja znanja primerno za petošolce v prilagojenem programu z nižjim izobrazbenim standardom. Ugotovili smo, da je tak način poučevanja in učenja za učence naporen, ker od njih zahteva stalno aktivnost in zbranost, hkrati pa jih bolj motivira za delo, saj radi spremljajo tako svoj napredek kot tudi napredek sošolcev. Napredek je bil viden pri vseh sporazumevalnih dejavnostih. S primerjavo našega vrednotenja doseganja elementov merjenja smo prikazali razliko med začetno in končno ravnijo sporazumevalnih dejavnosti. S samovrednotenjem so učenci na začetku in na koncu prikazali svojo motiviranost, ki se je v procesu povečala. Naše končno vrednotenje smo primerjali s samovrednotenjem učencev, ki pa ni bilo vedno povsem usklajeno z našim. Učenci so bili do svojega znanja manj kritični, kar je sicer pričakovano. Opazili smo, da učenci lažje in bolj realno kot svoje dosežke, ocenijo dosežke sošolca. Poleg učnega napredka na področju poslušanja, branja, govora in pisanja, rezultati kažejo tudi na izboljšanje odnosa do sporazumevalnih dejavnosti pri vseh učencih. Zaključimo lahko, da so se petošolci izkazali za dovolj zrele za sodelovanje pri pouku z elementi formativnega spremljanja in vrednotenja.

Ključne besede

pouk slovenščine;formativno spremljanje;vrednotenje;sporazumevalne dejavnosti;5. razred;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2022
Tipologija:	2.09 - Magistrsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[N. Planko]
UDK:	376:373.3(043.2)
COBISS:	107523075
Št. ogledov:	1
Št. prenosov:	0
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Formative assistance of 5th grade students in slovene lessons in primary school with lower educational standard
Sekundarni povzetek:	Formative monitoring enables for pupils to co-create learning process, be active, simultaneously evaluate their work and to be a part of quality feedback from both, the teacher and their classmates. That way, pupils are in the center of learning process, taking the responsibility for their work. This form of teaching and learning focuses on every individual’s process, who actively gets to know techniques and ways to get to the planned goal. Teachers main task is to support and guide pupils in their learning process with quality feedback that includes guidance and advising. We have systematically initiated and monitored all these features. We have included 10 students from 5th grade of adjusted educational program with lower educational standard into our research. We were figuring out if initiating elements of formative monitoring and assessment into Slovene class aids in the improvement of communicative abilities of pupils. We were also interested in pupil’s attitude to the Slovene class before and after initiating formative monitoring into the learning process. Based off of our observations we were trying to figure out if learning in the form of formative monitoring and evaluating is appropriate for 5th graders in adjusted educational program with lower educational standards. We concluded that this form of teaching and learning is very difficult for pupils, as it demands to constantly be active and focused. At the same time, it gives them motivation, as they like to monitor their own progress and the progress of their classmates. Improvement has been seen in all communicational activities. By comparing our evaluation of the achievement of the measurement elements, we have shown the difference between the initial and final level of communicational activities. Pupils have self-assessed their own motivation at the beginning and the end and this also improved. We have compared our own evaluations with pupil’s evaluations and they did not always match. Pupils were less critical about their own work, which is to be expected. We noticed that it is easier for pupils to assess someone else’s work more realistically, than their own. Besides educational improvement in listening, reading, speaking and writing, the results also show an improvement in relations to communicational activities at all students. We can conclude that 5th graders proved to be mature enough to take part in classes with elements of formative monitoring and assessment.
Sekundarne ključne besede:	Otroci s posebnimi potrebami;Otroci z motnjami v duševnem razvoju;Posebni vzgojno-izobraževalni programi/Pouk po prilagojenem programu;Aktivno učenje;Univerzitetna in visokošolska dela;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Magistrsko delo/naloga
Komentar na gradivo:	Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika, Pos. raz. in uč. tež.
Strani:	89 str.
ID:	15287344