Vpliv učinkovitosti branja na uspešnost na nacionalnem preverjanju znanja iz slovenščine v 6. razredu : magistrsko delo

Japelj, Karin (author), Lipec-Stopar, Mojca (mentor)

Nacionalno preverjanje znanja je oblika zunanjega preverjanja znanja učencev šestih in devetih razredov v Sloveniji. Učenci rešujejo naloge, ki so ovrednotene z enotnimi kriteriji ocenjevanja. Preizkus NPZ iz slovenščine (SLJ) temelji praviloma na branju dveh besedil in nalogah, ki preverjajo doseganje učnih ciljev in standardov znanja, ki so opredeljeni v Učnem načrtu za slovenščino. Branje postane na predmetni stopnji osnovne šole temeljno sredstvo za pridobivanje znanja. Določen delež učencev iz različnih razlogov ne napreduje v skladu s predvidenim bralnim razvojem in z vzgojno-izobraževalnimi cilji. Ker predstavlja bralna učinkovitost pomemben dejavnik učne uspešnosti, smo skušali predstaviti vpogled v povezanost med bralno učinkovitostjo in dosežki na NPZ iz SLJ pri 39 učencih 7. razreda osnovne šole. Korelacijo smo preučevali s Testom hitrega branja in preizkusom NPZ iz slovenščine v 6. razredu. Preučevani vzorec smo glede na pridobljene rezultate razdelili v dve skupini; šibkejših in povprečnih bralcev. Poglobljeno smo analizirali rešene naloge preizkusa NPZ pri skupini šibkejših bralcev in pripravili zbirnik napak. S pomočjo statistične analize podatkov smo ugotovili, da je na preučevanem vzorcu mogoče potrditi statistično povezanost med bralno učinkovitostjo in dosežki na NPZ iz slovenščine v 6. razredu osnovne šole. Opazna je statistična povezanost med skupino šibkejših bralcev in skupino povprečnih bralcev glede na končni dosežek pri NPZ iz SLJ v 6. razredu. Dosežki šibkejših bralcev na NPZ v raziskavi nakazujejo, da imajo pri slovenščini osnovno znanje glede na standarde znanja in so uspešni pri nalogah, ki preverjajo znanje na nižjih taksonomskih ravneh. Manj uspešni so pri nalogah, ki preverjajo znanja na višjih ravneh in nalogah, ki preverjajo znanja obravnavana v šolskem letu, ko se izvaja NPZ. Uspešnejši so pri nalogah zaprtega tipa. Manj uspešno rešujejo naloge, ki zahtevajo tvorbo povedi in tvorbo daljšega besedila. Pri analizi nalog NPZ, ki so jih reševali šibkejši bralci, lahko prepoznamo najpogostejše napake. Izpostavimo lahko slovnične in slogovne napake, napake zaradi nerazumevanja izhodiščnega besedila, neupoštevanje navodil in nerazumevanja naloge. Prepoznamo, da imajo šibkejši bralci težave pri tvorbi povedi in daljših besedil.

• Language: Slovenian
• Keywords: preverjanje znanja, zunanje preverjanje znanja, nacionalno preverjanje znanja, učinkovitost branja, učenci s težavami pri branju, slovenščina, branje
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: K. Japelj
• Year: 2024
• Number of pages: 96 str.
• PID: 20.500.12556/RUL-164299
• UDC: 811.163.6(043.2)
• COBISS.SI-ID: 212662531
• Publication date in RUL: 20.10.2024

JAPELJ, Karin, 2024, Vpliv učinkovitosti branja na uspešnost na nacionalnem preverjanju znanja iz slovenščine v 6. razredu : magistrsko delo [online]. Master’s thesis. Ljubljana : K. Japelj. [Accessed 16 March 2025]. Retrieved from: https://repozitorij.uni-lj.si/IzpisGradiva.php?lang=eng&id=164299

Secondary language

• Language: English
• Title: Influence of Reading Efficacy on Performance in the Grade 6 National Examination in Slovenian

Abstract

National Examination (Assessment) of Knowledge (NAK) is a form of external knowledge testing of sixth and ninth-grade pupils in Slovenia. Pupils solve tasks that are evaluated using uniform evaluation criteria. NAK exam from the Slovenian language (SLJ) is generally based on reading two texts and assignments that verify the achievement of the learning objectives and knowledge standards defined in the Curriculum for the Slovenian Language. In lower secondary education, reading becomes a fundamental resource for acquiring knowledge. For various reasons, some groups of students do not progress in accordance with the intended reading development and educational goals. Considering that reading efficiency is an essential factor in academic performance, we tried to present an insight into the connection between reading efficiency and achievements in the NAK from SLJ among 39 students in the 7th grade of elementary school. We reviewed the correlation with the Speed Reading Test and the NAK test in the Slovenian language in the 6th grade. Based on the obtained results, we divided the studied sample into weaker and average readers. We analysed weaker readers’ tasks and prepared a collection of errors. With the help of a statistical analysis of the data, we found that it is possible to confirm the statistical connection between reading efficiency and achievements in the Slovenian language in the 6th grade of elementary school in the studied sample. There is a noticeable statistical correlation between the weaker and average readers group concerning the final achievement in the NAK from SLJ in the 6th grade. In the research, the achievements of weaker readers at the NAK indicate that they have an elemental knowledge of the Slovenian language according to knowledge standards and are successful in assignments that test lower taxonomic levels of knowledge. They are less successful in tasks that test higher taxonomic levels of knowledge and examine knowledge gained throughout the school year before NAK. Weaker readers are more successful in closed-type assignments. They are less successful in solving tasks that require the formation of sentences and the formation of longer texts. When analysing the NAK tasks solved by weaker readers, we can identify the most common mistakes. We can highlight grammatical and phrasing errors caused by misunderstanding of the original text, failure to follow instructions, and misinterpreting the assignment. We recognise that weaker readers have difficulties forming sentences and longer texts.

• Keywords: knowledge testing, external knowledge testing, National Assessment of Knowledge, reading efficiency, pupils with reading difficulties