20.500.12556/RUL-183552 Vrednotenje kot zaključna faza pri pouku likovne umetnosti v tretjem vzgojno-izobraževalnem obdobju osnovne šole magistrsko delo Evaluation as the final phase in fine art lessons in the third triad of primary school Vrednotenje je pomemben del učnega procesa pouka likovne umetnosti, saj omogoča pregled učenčevih dosežkov ter uspešnost učnega procesa. V magistrski nalogi smo opravili pregled literature in predstavili pomen ter funkcije vrednotenja v širšem pomenu ter v ožjem kontekstu pouka likovne umetnosti. Pri tem smo poudarili tudi pomen ocenjevanja, saj se ta povezuje z vrednotenjem. Vrednotenje se lahko izvaja na različne načine. Opisali smo tako formativne kot sumativne pristope k vrednotenju, samovrednotenje, vrednotenje s pomočjo pisnih obrazcev ter vrednotenje v vlogi zaključne faze. Opisali smo tudi pogoje za izvedbo kakovostnega vrednotenja in izzive vezane na oblikovanje meril za vrednotenje. Osredotočili smo se predvsem na vlogo zaključnega vrednotenja pri pouku likovne umetnosti v tretjem vzgojno-izobraževalnem obdobju osnove šole, saj naj bi učenci takrat poglabljali pridobljeno likovno znanje in nastopilo naj bi samovrednotenje. Opisali smo tudi možne vplive na učiteljevo delovanje v razredu, saj nas je v empiričnem delu naloge zanimalo, kako učitelji pristopajo k zaključnemu vrednotenju in tudi zakaj. V empiričnem delu naloge smo predstavili rezultate kvalitativne raziskave z vzorcem osmih učitelji likovne umetnosti iz različnih šol. S pol-strukturiranimi intervjuji smo želeli ugotoviti, kako učitelji v praksi pristopajo k vrednotenju kot zaključni fazi v tretjem vzgojno-izobraževalnem obdobju osnovne šole, kako je vrednotenje prisotno v drugih fazah pouka in kakšne oblike ali načine vrednotenja izbirajo. Pri tem so nas zanimali tudi kriteriji vrednotenja, izzivi, s katerimi se učitelji soočajo, in razlogi, ki vplivajo na učiteljeve odločitve glede vrednotenja. Ugotovili smo, da učitelji pristopajo k zaključnemu vrednotenju na različne načine in da na to vpliva predvsem časovna omejitev predmeta in lastna prepričanja učiteljev. Učitelji, ki v vrednotenju prepoznajo korist, le-to upoštevajo že pri načrtovanju pouka in zaključno vrednotenje prilagajajo glede na vsebino naloge ter v primeru pomanjkanja časa. Nekateri učitelji zaključno vrednotenje dojemamo kot časovno zamudno in nepotrebno, saj vrednotenje poteka sproti. Na učiteljeve odločitve glede vrednotenja vpliva tudi obnašanje učencev, učiteljeve izkušnje in njihovo dojemanje pomena pouka. Dosledno načrtovanje in poznavanje različnih pristopov k vrednotenju bi lahko učiteljem bilo v pomoč pri izvajanju in prilagajanju vrednotenja, kljub raznih izzivov, ki so pri tem prisotni. Evaluation is an important part of the learning process in fine arts lessons, as it enables an overview of students' achievements as well as the success of the entire learning process. In this master's thesis, we carried out an overview of the literature and examined the role and functions of evaluation in a broader sense as well as in the context of fine arts lessons in primary schools. We also emphasised the importance of assessment since this is carried out alongside evaluation. Evaluation can be carried out in many ways. We described both formative and summative methods of evaluation, self-evaluation, evaluation with written forms and evaluation in the role of the final stage of art lessons. We also described the conditions needed for the implementation of quality evaluation and the challenges related to the development of evaluation criteria. We focused on the role of evaluation as the final phase in fine art lessons in the third triad of primary school, since in this time students deepen their art knowledge and thus self-evaluation should become more present. We also described possible influences on the ways teachers teach, since we are also interested in the reasons for teachers’ approaches to evaluation as the final phase in the empirical part of our thesis. In the empirical section of our masters' thesis, we presented the results of qualitative research with a sample of eight art teachers from different primary schools. Through semi-structured interviews we aimed to find out how teachers approach evaluation as the final phase in fine art lessons in the third triad of primary school in practice, the presence of evaluation in other phases of the lesson and what methods are used for evaluation. We were also interested in the criteria used for evaluation, challenges faced by teachers and reasons that affect teachers' decisions regarding evaluation. Results showed that teachers approach evaluation as the final phase in different ways and that their decisions are influenced primarily by the time constraints of the subject and their own beliefs. Teachers who see the benefit in evaluation include it when planning the lesson and adjust it based on the content of the lesson and the time available. Some teachers see evaluation as the final phase as a waste of time and unnecessary, since evaluation is also carried out throughout the lesson. Teachers' decisions regarding evaluation are also influenced by the behaviour of the students, their own experiences and their perception of the meaning of art lessons. Consistent planning and knowledge of different approaches to evaluation could help teachers implement and adapt evaluation, regardless of various challenges that they face. likovna vzgoja in izobraževanje osnovna šola tretje vzgojno-izobraževalno obdobje likovna umetnost vrednotenje ocenjevanje primary school third triad of primary school fine arts evaluation assessment true false false N. Borg Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-06-14 08:30:07 2026-06-14 08:30:26 2026-06-16 20:08:32 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 78 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.015.31:7(043.2) 204987 281858819 51609.pdf 51609.pdf 1 4E94A10B52459A53DCCE5BEC3C23DECE 53b6ee484f8dbc44d441606b7c4f6c8d10b1b87c372ff4b493d240047bbfcf9f 7ce79999-67ba-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=235615 Pedagoška fakulteta 0 0 0