PREVERJANJE IN OCENJEVANJE ZNANJA PRI POUKU SPOZNAVANJE OKOLJA V 3. RAZREDU DEVETLETNE OSNOVNE ŠOLE - Vaupotič, Katja (K. Vaupotič, 2011)
Sodobni pristopi poučevanja nadomeščajo tradicionalne vzorce poučevanja in s tem prinašajo drugačno načrtovanje in izvajanje pouka, da lahko učitelji učinkoviteje spremljajo učenčev napredek in jim nudijo kakovostno povratno informacijo. Tako morajo najprej ustvariti pogoje za spremljanje napredka učencev, odstopiti od tradicionalnih vzorcev poučevanja in se preleviti iz vloge posredovalca znanja v vlogo organizatorja pouka in motivatorja ter učenca usposobiti za čim bolj samostojno in učinkovito učenje. Pri tem vzorcu poučevanja ni več učitelj v aktivni vlogi, ampak učenec. Cilj takšnega poučevanja pa je kakovostna povratna informacija. V teoretičnem delu naloge smo predstavili splošne značilnosti preverjanja in ocenjevanja znanja ter namen, vrste, oblike in načine, ki zajemajo tudi avtentične metode. Prikazali smo tudi razliko med tema dvema procesoma. Predstavili smo kakovostno povratno informacijo, ki je ključnega pomena pri obeh procesih, saj se razlikujeta samo pri obliki povratne informacije. V empiričnem delu naloge smo ugotavljali stanje preverjanja in ocenjevanja znanja pri pouku spoznavanje okolja v 3. razredu. Zanimalo nas je, ali so standardi znanja učiteljem dovolj dobro vodilo pri opisnem ocenjevanju, na kakšen način pridobivajo opisne ocene in kakšno raven znanja pri tem zahtevajo, v kolikšni meri se poslužujejo sodobnih oblik preverjanja in ocenjevanja znanja, kaj menijo o formativnem preverjanju znanja, kakšne ovire srečujejo pri izvajanju le tega, ga je dovolj, glede na to da ga izvajajo sami, s kakšnimi ovirami se ob tem srečujejo in katere prednosti formativnega preverjanja so za anketirane učitelje pomembne. Ugotovili smo, da učitelji tretjega razreda pri pouku spoznavanje okolja najpogosteje od učencev zahtevajo rabo usvojenega znanja, pri načinu pridobivanja opisne ocene še vedno prevladuje ustno spraševanje, po njihovem mnenju je formativnega preverjanja znanja dovolj, največ težav pa imajo pri organizaciji situacije za formativno preverjanje, tudi ustreznega instrumentarija ni za takšno preverjanje. Modern teaching approaches replace traditional teaching patterns and thereby contribute to different instruction planning and implementation, so that teachers are more efficient at monitoring pupils’ progress and provide higher quality feedback. Teachers must first create the required conditions for monitoring the progress of pupils, give up the traditional teaching patterns and change from the role of knowledge mediator into the role of instruction organizer and motivator and prepare pupils for independent and efficient learning. In this teaching pattern, the teacher no longer plays the active role, but the role of the pupil. The aim of this type of teaching is to provide quality feedback. The theoretical part introduces general characteristics of knowledge examination and assessment, as well as the purpose and various types and methods of examination and assessment including the authentic methods. Further, the difference between both processes is discussed and quality feedback, which is the crucial difference between both processes, is defined. The second, empirical part of the thesis focuses on the situation of checking and assessing pupils’ knowledge at environmental education in 3rd grade of primary school. We were interested whether the knowledge standards represent a good guidance for teachers at descriptive assessment, in which way teachers obtain descriptive grades and what level of knowledge do they require, how often do they use modern forms of knowledge checking and assessment, what they think of formative knowledge checking, what obstacles they encounter during its implementation, is there enough formative examination, what are the obstacles of implementing it on their own and which advantages of formative checking are important to the interviewed teachers. The results have shown that 3rd grade teachers of environmental education most frequently require their pupils to use the adopted knowledge, while oral checking is still the most common method of descriptive assessment. Teachers believe that there is enough formative checking but they have the greatest difficulties with the organization of situations for formative checking since there is no adequate instrument for such examination.