20.500.12556/RUL-187104 Elementi formativnega spremljanja v podporo pri govornem nastopanju pri otrocih z govorno-jezikovno motnjo magistrsko delo Formative assessment elements supporting public speaking in children with speech and language disorders Magistrsko delo obravnava uporabo formativnega spremljanja pri učencih z govorno-jezikovnimi motnjami s poudarkom na razvoju govornega nastopa. Namen raziskave je bil ugotoviti, kako izbrane strategije formativnega spremljanja vplivajo na kakovost govornega nastopa, pri čemer so bili v treh akcijskih ciklih uporabljeni kriteriji uspešnosti, učiteljeva in vrstniška povratna informacija ter samoevalvacija. Raziskava je bila izvedena po načelih akcijskega raziskovanja in je vključevala tri učence z govorno-jezikovnimi motnjami. Rezultati so pokazali izboljšanje različnih elementov govornega nastopa pri vseh učencih. Najizrazitejši napredek je bil zaznan na področju pragmatičnih vidikov govora, predvsem pri očesnem stiku, glasnosti in upoštevanju strukture govornega nastopa. Učenci so postopoma razvijali tudi razumevanje kriterijev uspešnosti, sposobnost samoevalvacije ter učinkovitejšo uporabo povratne informacije. Na jezikovnem področju (struktura) je bil napredek počasnejši, vendar so bili zaznani pozitivni premiki v besedišču, oblikovanju povedi in izgovorjavi. Formativno spremljanje je prispevalo tudi k večji samozavesti in pripravljenosti učencev za javno nastopanje. Ugotovitve potrjujejo pomen prilagojenega formativnega spremljanja pri podpori učencem z govorno-jezikovnimi motnjami ter izpostavljajo pomen strokovne usposobljenosti učiteljev in sodelovanja različnih strokovnih delavcev. Raziskava predstavlja prispevek k razumevanju možnosti uporabe formativnega spremljanja pri razvoju govornega nastopa ter izhodišče za nadaljnje raziskovanje in razvoj pedagoške prakse. This master’s thesis examines the use of formative assessment with students with speech and language disorders, with a particular focus on the development of oral presentation skills. The aim of the study was to determine how selected formative assessment strategies influence the quality of students’ oral presentations. Across three action research cycles, success criteria, teacher and peer feedback, and self-assessment were systematically employed. The study was conducted according to the principles of action research and included three students with speech and language disorders. The results showed improvements in various aspects of oral presentation skills in all three students. The most notable progress was observed in pragmatic aspects of speech, particularly eye contact, vocal volume, and adherence to the structure of an oral presentation. The students gradually developed a better understanding of success criteria, improved their self-assessment skills, and became more effective in using feedback to identify and plan improvements. Progress in language-structural aspects was slower, however positive changes were observed in vocabulary, sentence structure, and pronunciation. Formative assessment also contributed to greater self-confidence and increased willingness to engage in public speaking. The findings confirm the importance of adapted formative assessment in supporting students with speech and language disorders and highlight the importance of teachers’ professional competence and collaboration among teachers, speech and language therapists, and other professionals. The study contributes to a better understanding of the potential of formative assessment in developing oral presentation skills and provides a basis for further research and the development of educational practice. govorne motnje pri otrocih formativno spremljanje govorno-jezikovne motnje govorni nastop kriteriji uspešnosti povratna informacija samoevalvacija akcijsko raziskovanje formative assessment speech and language disorders oral presentation skills success criteria feedback self-assessment action research true false false L. Rumež Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-09-09 08:30:49 2026-09-09 08:30:51 2026-09-10 09:39:30 0000-00-00 00:00:00 2026 0 Slovenska Bistrica [i. e. Ljubljana] 0 Slovenska Bistrica [i. e. Ljubljana] 76 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 376-056.264(043.2) 209852 290605315 53146.pdf 53146.pdf 1 9F76F57888E69EFAD4341801A3FE5915 56c8f5719ca460f3299ce8e950273c4170cb8fe6a958434854bcfaacdbdb5ca6 fa8ce80b-ac17-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=246545 Pedagoška fakulteta 0 0 0