OCENJEVANJE PRI POUKU KNJIŽEVNOSTI - Motaln, Maja ([M. Motaln], 2016)
Jasno je, da pri znanju ne moremo določiti enotne definicije, ki bi dodobra zajela vse pomembne vidike znanja, tudi ni »recepta« za najboljše znanje. Vsi podatki, tudi taki za katere menimo, da nam nikoli ne bodo prišli prav, kdaj pridejo prav. Ocenjevanje pri pouku književnosti ponuja učiteljem veliko možnosti za preverjanje in ocenjevanje, npr. ustno in pisno preverjanje ter pisanje spisov oziroma esejev. Zanimalo nas je, ali je učencem oziroma dijakom pri predmetu slovenščine bližje slovnica ali književnost. Res je, da so profesorji tisti, ki učijo učence oziroma dijake, vendar pa lahko tudi učenci veliko dajo profesorjem. Odločili smo se, da učence oziroma dijake povprašamo o tistem, kar oni pogrešajo pri pouku književnosti in kaj bi popravili, naredili boljše. Tako bomo dobili odgovore iz prve roke. Menimo, da bomo s pomočjo sledečega magistrskega dela dobili koristne napotke za pouk književnosti. Osredotočili smo se tudi na ocenjevanje pri pouku književnosti. Vemo namreč, da poznamo veliko oblik preverjanja in ocenjevanja znanja, vendar pa seveda niso vse pisane na kožo učencem in dijakom. Ljudje smo si različni in imamo različne sposobnosti. Zanimalo nas je, katera oblika preverjanja znanja se učencem in dijakom zdi najučinkovitejša in katera najmanj. S pomočjo ankete bomo preverili, kakšna je bralna pismenost učencev in dijakov, saj se vsi zavedamo, da učenci in dijaki premalo berejo. Tako bodo anketirani dobili možnost, da sami povedo, kaj bi radi brali in kakšne knjige so jim zanimive. Preverili bomo, katera dela berejo učenci oziroma dijaki. We cannot lay down a unanimous definition of knowledge, which would thoroughly capture all the important aspects of it there is also no “recipe” for the best knowledge. All data, including such for which we do not believe ever to use it, eventually comes into use. Assessment in teaching literature offers plenty opportunities for testing and evaluating to teachers, for example: oral and written testing, and writing compositions or essays. We were interested in whether the pupils or students are closer to grammar or literature of the Slovene course. It is true that the professors are the ones, who teach students, however, the students can also give plenty of knowledge back to them. We decided to inquire what the students miss in Slovene literature class, and what they would change or improve so we get the answers first handed. We believe we would get useful guidance for teaching literature by writing this master’s thesis. We focused on the evaluation in the literature course. We know that there are many forms of examination and assessment of knowledge, but not all of them suit every student. Every person is unique and possesses different abilities. We wanted to discover, which form of examination students find the most effective, and which the least. We examined the reading literacy of student through our survey, as we are all aware of the lack of reading among students. Thus, respondents got the opportunity to say what they wish to read and which books they find interesting. We checked which works the students actually read.