Evalvacija distraktorjev, uporabljenih pri slušnih nalogah izbirnega tipa nacionalnega preverjanja znanja iz angleščine v 6. razredu osnovne šole

Šeme, Zala (author), Pižorn, Karmen (mentor)

Distraktorji ali nepravilne možnosti odgovorov v nalogah izbirnega tipa omogočajo, da razlikujemo med znanjem učencev. Na učence, ki potrebnih znanj za razumevanje danega vprašanja še niso popolnoma usvojili, delujejo moteči dejavniki znotraj distraktorjev. Učenčeva pozornost se iz pravilnega odgovora tako preusmeri na nepravilen odgovor. Učenci, ki distraktorje prepoznajo in izberejo pravilen odgovor, pa razumejo, kaj vprašanje od njih zahteva, in znajo nanj posledično pravilno odgovoriti. Osrednja cilja raziskave, ki temelji na kvantitativnem raziskovalnem pristopu, sta bila ugotoviti, ali so distraktorji v obstoječih nalogah slušnega razumevanja na nacionalnih preverjanjih znanja kakovostno oblikovani in kakšne so skupne značilnosti kakovostnih oz. nekakovostnih distraktorjev. S pomočjo računalniškega programa OrKa RIC smo pregledali vzorec odgovorov šestošolcev, ki so v letih 2018 in 2019 opravljali nacionalno preverjanje znanja iz angleščine, in na podlagi zbranih podatkov, pregledane teorije ter predhodnih raziskav ugotovili, ali so obstoječi distraktorji kakovostni ali ne. Pridobljene podatke smo kvantitativno analizirali ter jih tabelarično, grafično in opisno interpretirali. Glede na vrednosti indeksa težavnosti in indeksa diskriminativnosti za testne postavke preučevanih nalog nacionalnih preverjanj znanja ter z upoštevanjem taksonomskih ravni znanja testnih postavk smo ugotovili, da je večina obstoječih distraktorjev v nalogah slušnega razumevanja iz nacionalnih preverjanj znanja iz let 2018 in 2019 kakovostna. Magistrsko delo osvetljuje problematiko uporabe distraktorjev v izbirnih tipih nalog slušnega razumevanja tujega jezika in poudarja pomembnost kakovosti posameznega distraktorja. S preverjanjem delovanja nepravilnih možnosti odgovorov v nalogah izbirnega tipa ter z iskanjem razlogov za kakovost oz. nekakovost distraktorjev želimo ustvarjalcem nacionalnih preverjanj znanja, učiteljem tujega jezika in drugim šolskim strokovnim delavcem, ki se ukvarjajo z načrtovanjem in oblikovanjem nalog za preverjanje in ocenjevanje učenčevih dosežkov, pomagati pri nadaljnjem delu ter prispevati k razvoju področja didaktike tujega jezika, predvsem k razvoju zunanjih preverjanj ter preverjanj in ocenjevanj znanja tujega jezika na splošno.

• Language: Slovenian
• Keywords: preverjanje in ocenjevanje znanja
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2021
• PID: 20.500.12556/RUL-134116
• COBISS.SI-ID: 90605571
• Publication date in RUL: 29.12.2021

Secondary language

• Language: English
• Title: Multiple-choice item distractor evaluation of the national assessment listening comprehension tasks of grade 6 primary school students

Abstract

Distractors or incorrect answer options in multiple-choice tasks allow us to differentiate between students’ knowledge. Students who have not yet fully mastered the necessary knowledge to understand a given issue are affected by distractions within distractors. The student's attention is thus diverted from the correct answer to the incorrect answer. However, students who recognize distractors and choose the correct answer understand what the question requires of them, and consequently, know how to answer it correctly. The main objectives of the research, which is based on a quantitative research approach, were to determine whether distractors are qualitatively designed in the existing auditory comprehension tasks in national testing of pupils and what are common characteristics of qualitative distractors. With the computer program OrKa RIC, we reviewed the answers of sixth-graders who took the national testing of pupils in 2018 and 2019 and based on the collected data, reviewed theory, and previous research, determined whether the existing distractors are of appropriate quality or not. The obtained data were quantitatively analysed and interpreted in tabular, graphical, and descriptive forms. According to the item difficulty and item discrimination for testing items of studied exams and regarding taxonomic levels, we concluded that the majority of the used distractors from national tests in 2018 and 2019 are of good quality. The master's thesis thus sheds light on the issue of the use of distractors in English listening comprehension multiple-choice tasks and emphasizes the importance of the quality of each individual distractor. We want to contribute to the development of foreign language methodology by evaluating the application of distractors (incorrect answers) and finding reasons for determining quality of distractors in multiple-choice tasks and create guidelines for creators of foreign language national tests as well as for classroom language teachers, school pedagogues involved in planning and designing assessment tasks, especially to the development of external examinations as well as examinations and assessments of foreign language proficiency in general.

• Keywords: assessment