This thesis presents the assessment of knowledge in teaching Slovene with an emphasis on composition and assessment of written tests. Assessment of knowledge in schools is a very important and responsible process, which certainly deserves special attention in the planning and implementation of teaching Slovene. The theoretical section presents the characteristics of knowledge assessment, the focus is on the importance of preparation and then later on the evaluation of written examination. Written assessment, as well as any other assessment of knowledge has to be thoughtfully and carefully planned. It is very important that the written tests are planned with preset steps. Tasks and questions are always chosen according to the planned objectives and standards of the curriculum, with which we want to verify or assess the achivement of said standards and objectives, but we must be especially careful to draw a clear and understandable written examination as well. In the empirical part we present the conclusions based on the analysis of written tests. We wanted to check whether the written examinations are in fact in compliance with the quality standards and with the theoretical instructions and guidelines. We note that written tests of knowledge we have gained in the analysis of Slovene teachers who taught in the 9th grade, are not as high quality as we initially expected and contain certain shortcomings, which should be corrected with a bit more attention to detail.
|
