In the tehsis we focused on the national assessment of knowledge that student wrote at
Slovenian schools in the 2016/2017 school year. First, we asked Ric for their survey
permission, which was published on their website and redesigned for our purpose and then
distirbuted it to primary school teachers whose students wrote NPZ in Biology during the
school year. When we got the questionnaires back, we did ananalysis and determined
theteachers' attitudes towards the NPZ.
The thesinitially presentsthe NPZ organizaton, as well as other international research out in
Slovenia in primary schools.
National assessment testing an external proficiency test where students simultaneously pass
the same test under the same conditions. These are designes to show in which are asstudents
are reaching a minimun level of knowledge and where they are not. The primary goalof NPZ
is to provide feedback to student, teachers, parents and school.
The survery showed that teachers have a more positive attitude towards NPZ than students
and their parents, but also belive that some of the tasks in the assessment are inappropriate
(too demanding or too difficult). The interviewed teachers alomst completely agree, that the eevulation
guidelines, which were implemented for the first time this year, were appropriate
and understandable. They stated that they hardly needed help with e-evaluation, but they were
given toonarrow a set of instructions as they didn't have to give a point, even though the
student's answer was reasonable.
There is too much emphasis according to the teachers on photosynthesis, cellular
respirationand gas uptake, as well as human biology and certainly not enough on topics from
animals, ecology and fungi.
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