Formativno samopreverjanje z rubrikami pri matematiki

• Main Author: Petek, Julija
• Other Authors: Magajna, Zlatan
• Format: Bachelor Thesis
• Language: Slovenian
• Published: J. Petek 2018
• Subjects: formativno preverjanje znanja; samopreverjanje znanja; povratna informacija; rubrike; nadzor nad učenjem; mathematics; self-evaluation; matematika; samovrednotenje; info:eu-repo/classification/udc/37.091.26:51(043.2); Zimmerman; sami
• Online Access: https://repozitorij.uni-lj.si/IzpisGradiva.php?id=104173; https://repozitorij.uni-lj.si/Dokument.php?id=114696&dn=; https://plus.si.cobiss.net/opac7/bib/12119625?lang=sl

V diplomski nalogi obravnavam formativno samopreverjanje znanja pri matematiki. V teoretičnem delu predstavim formativno preverjanje in samopreverjanje znanja ter pomembnost konstruktivne povratne informacije. Pod dobrimi pogoji samopreverjanje lahko nudi zelo dobro in uporabno povratno informacijo za izboljšanje učenja. To potrjuje tudi Zimmermanov krožni model. Rubrike so lahko zelo močno orodje za samopreverjanje, če jih učitelj ne povezuje z ocenami in če da učencem dovolj časa in podpore za njihovo izpolnjevanje. Ker so rubrike pomemben instrument za samopreverjanje, sem v empiričnem delu naloge na podlagi analize rubrik raziskala njihovo primernost za učenje matematike. Ugotovila sem, da so učenci sami lahko zelo dober način podajanja povratne informacije. S pomočjo formativnega samopreverjanja z rubrikami se učenec nauči kontrolirati svoje učenje in poiskati nove strategije za izboljšanje le tega. The diploma thesis discusses formative self-assessment in mathematics. The theoretical part presents formative knowledge assessment, self-assessment and the importance of constructive feedback. Under right conditions self-assessment can provide very good and useful feedback to improve learning. This conforms to the model of self-regulated learning developed by Zimmerman. Rubrics can be a very strong tool for self-assessment, especially if teachers do not link them with grades and give students enough time and support to fill them. That is why I researched the suitability of rubrics for learning mathematics in the empirical part of the thesis. I found out that students themselves can be a good source of feedback. With the help of formative knowledge self-assessment with rubrics students learn to assess their learning and find new strategies to improve their knowledge.