PORTFOLIO KOT OBLIKA PREVERJANJA IN OCENJEVANJA ZNANJA V OSNOVNI ŠOLI

• Main Author: Antolin, Jasna
• Other Authors: ČAGRAN, BRANKA
• Format: Bachelor Thesis
• Language: Slovenian
• Published: J. Antolin 2010
• Subjects: osnovna šola; učitelj razrednega pouka; preverjanje znanja; ocenjevanje; portfolio; primary school; primary school teacher; knowledge assessment; evaluation; info:eu-repo/classification/udc/37(043.2); sami
• Online Access: https://dk.um.si/IzpisGradiva.php?id=14511; https://dk.um.si/Dokument.php?id=15463&dn=; https://plus.si.cobiss.net/opac7/bib/17762568?lang=sl

Diplomska naloga z naslovom Portfolio kot oblika preverjanja in ocenjevanja znanja v osnovni šoli predstavi portfolio v prvem delu s teoretičnega vidika, in sicer najprej s pregledom alternativnih oblik preverjanja znanja, nato pa z opredelitvijo portfolia, prikazom možnosti njegove uporabe ter predstavitvijo rezultatov raziskav o portfoliu. Namen empiričnega dela v diplomski nalogi pa je bil raziskati poznavanje metod alternativnega preverjanja znanja in njihovo uporabo, razumevanje pojma portfolio in uporabo portfolia pri učiteljih v mariborskih osnovnih šolah. Raziskane so bile tudi vsebine portfolia, za katere se učitelji odločajo, namen uporabe portfolia in mnenje učiteljev o njegovi uporabi. Rezultati raziskave kažejo, da učitelji poznajo večino metod alternativnega preverjanja znanja, vendar se je pri učiteljih pokazalo dokaj slabo poznavanje portfolia, katerega posledica je manjša uporaba te metode. Razumevanje portfolia se med učitelji precej razlikuje, večinoma pa učitelji razumejo portfolio kot zbirko izdelkov. Glede uporabe se največ učiteljev odloča za uporabo osebnega portfolia. Načrtovanje portfolia je najpogostejše na začetku šolskega leta, hkrati je 1-­4 in 5-­7 let doba, v kateri največ učiteljev uporablja portfolio. Učitelji najbolj pogosto uporabljajo portfolio pri slovenskem jeziku, matematiki in spoznavanju okolja. Vsebino portfolia v večini primerov določi učitelj, nekatere izdelke pa izberejo učenci sami. Večina učiteljev uporablja portfolio z vsemi nameni: boljše spoznavanje učencev, lažje oblikovanje ocen, zbiranje dosežkov na enem mestu, zagotovitev večje preglednosti izdelkov, vpogled v učenčev napredek, uporaba portfolia kot pripomoček pri pogovorih s starši, možnost večkratnega listanja izdelkov. Mnenje učiteljev o uporabi portfolia je večinoma pozitivno, saj večina učiteljev pri uporabi ni zaznala nobene slabosti. The diploma with title “Portfolio as a method of examining and assessing knowledge in primary schools” deals with theoretical fundaments of portfolio as well as the interpretation of results from the research about portfolio’s use in primary schools of Maribor. The theoretical part consists of an overview of alternative examination and evaluation techniques, followed by definitions of portfolio by different authors, the descriptions of usage possibilities and portfolio’s characteristics. In empirical part, the results of research about portfolio’s use and their interpretation are given. The goal of research was to find out the knowledge about alternative examination and evaluation techniques and their use, the understanding about portfolio and its use, the contents, which takes place in portfolios and the views, with which the portfolio is used. The results of poll show that teachers are familiar with most of the alternative knowledge assessment techniques, but that portfolio is relatively unknown. This leads also to not so wide use of portfolio in teaching process. The understanding of portfolio technique also differs between teachers, but mostly it is known as a collection of student’s works. The most teachers chose personal portfolio out of different types. Majority of portfolios are planned at the beginning of school year. Most teachers use portfolio for 14 or 57 years. Slovenian language, math and environment are the most frequent subjects where portfolio is used. The contents of portfolio are usually defined by teachers, but some of the works are chosen freely by students themselves. Teachers use portfolio with intention to better know the students, to evaluate the knowledge easier, collect all achievements in one place and more orderly, easily survey the student’s advance, as a help by talks with parents and to use the possibility to go through works more times. The attitude of teachers towards the use of portfolio is mainly positive, because rarely any teacher brought up any disadvantages of portfolio.