Formativno spremljanje otroka s primankljaji na posameznih področjih učenja - Kralj, Katarina (K. Kralj, 2018)
Formativno spremljanje je povzročilo spremembe v učnem procesu in tudi v nekaterih šolskih sistemih. Učni proces ni tako več vezan samo na učenje podatkov, ki jih podaja učitelj, ampak jih skupaj usvajajo učenci in tako napredujejo ter dosegajo cilje, ki so v naprej zastavljeni skupaj z učiteljem. Učenci s tem postanejo aktivnejši člen učnega procesa, usmerjajo potek in postanejo sami gospodar svojega znanja, kar predvsem pomeni, da prevzemajo odgovornost za svoje učenje pa tudi za ne-napredek. Ker naš šolski sistem postaja vedno bolj inkluzivno naravnan, je bilo potrebno raziskati učinkovitost formativnega spremljanja tudi na področju napredka učencev s posebnimi potrebami. S pomočjo študije primera je tako nastala raziskava, kjer so cilji formativnega spremljanja vezani na cilje iz individualiziranega programa. V raziskavo je bila vključena učenka s primanjkljaji na posameznih področjih učenja. Rezultati so pokazali, da formativno spremljanje uspešno pripomore k napredku učenke. Formative assessment led to changes in the learning process and also in led to changes in some schooling systems. The learning process is no longer merely related to the learning of the information provided by the teacher, but is shared within the pupils and thus progressing and achieving the goals that are set in advance with the teacher. Pupils thus become a more active participants of the learning process, guide the course of the school lessons, they become the masters of their own knowledge, which in particular means that they also take responsibility for their learning and for potential non-progress. As our school system is becoming more and more inclusive, it was necessary to investigate the effectiveness of formative assessment in the area of progress of students with special needs too. Through the case study, a research was developed, where the objectives of formative assessment are linked to the goals of the individualized program. The study included a student with specific learning disabilities. The results showed that formative assessment successfully contributed to the student’s progress.