Vsebinska analiza nacionalnega preverjanja znanja iz biologije 2021 : magistrsko delo

Marucelj, Anže (author), Strgar, Jelka (mentor)

V slovenskem javnem šolstvu poznamo več vrst preverjanja znanja – diagnostično, formativno ali sprotno preverjanje in sumativno ali končno preverjanje znanja. Med slednje spada tudi nacionalno preverjanje znanja, s katerim ugotavljamo doseganje ciljev učnih načrtov ob koncu posameznega triletja osnovne šole. Nacionalno preverjanje znanja je oblika zunanjega preverjanja znanja, ki se izvaja vsako leto na vseh slovenskih šolah. Dosežek, ki ga učenci in učenke dosežejo, ima formativno funkcijo in ne vpliva na zaključno oceno pri predmetu, prav tako ne vpliva na uspeh pri zaključku osnovne šole. Rezultati, ki jih učenci dosežejo, vplivajo zgolj na prehod v srednjo šolo, če ima več kandidatov enak seštevek zaključenih ocen. Uspeh, ki ga učenci dosežejo na nacionalnem preverjanju znanja, je informacija, ali so učenci dosegli standarde znanja, ki so predvideni v učnem načrtu vsakega predmeta. Ta informacija učiteljem, ravnateljem in strokovnim delavcem pove, kako dobro so opravili svoje delo in ali morajo morebiti izboljšati svoje pedagoško delo. V magistrskem delu smo v sodelovanju z Državnim izpitnim centrom analizirali odgovore naključnih dvestotih izbranih in anonimiziranih preizkusov znanja v devetem razredu osnovne šole, ki so jih učenci pisali leta 2021 na nacionalnem preizkusu znanja iz predmeta biologija. Odgovore vseh dvestotih učencev smo skrbno prepisali, pregledali in jih ovrednotili ter analizirali. Analiza preizkusa znanja iz biologije 2021 je pokazala, da imajo učenci težave z naslednjimi tematskimi sklopi: Razumevanje procesov fotosinteze in celičnega dihanja; Transport snovi po rastlinah; Spolno in nespolno razmnoževanje pri rastlinah; Poznavanje in delovanje organskih sistemov pri človeku. Pri sklopu Raziskovanje in poskusi pa se je pokazalo, da jim primanjkuje izkušenj in samostojnega dela. Težave smo zaznali tudi v vsebinskem sklopu Genetika in genski inženiring.

• Language: Slovenian
• Keywords: nacionalno preverjanje znanja, biologija, osnovna šola, vsebinska analiza, izobraževalni testi in merjenja
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: A. Marucelj
• Year: 2025
• Number of pages: X, 112 str.
• PID: 20.500.12556/RUL-169082
• UDC: 37(043.2)
• COBISS.SI-ID: 235548419
• Publication date in RUL: 10.05.2025

Secondary language

• Language: English
• Title: Content analysis of the national assessment of knowledge in biology 2021

Abstract

In Slovenian public education there are several types of knowledge assessment – diagnostic assessment, which a teacher can use at the beginning of teaching a particular topic or subject; formative or ongoing assessment, which takes place during the learning process; and summative or final knowledge assessment, which includes the national knowledge assessment. Such assessments are used to determine the results at the end of a learning period. The national knowledge assessment is a form of external knowledge testing, carried out annually in all Slovenian schools. The score that students reach in this assessment serves a formative function and does not affect the final grade in the subject, nor does it impact the success in completing primary school. The results of the assessment only influence admission to secondary school, if multiple candidates have the same total grade point average. The success of students in the national knowledge assessment provides information on whether they have met the knowledge standards outlined in the curriculum for each subject. This information helps teachers, principals, and other educational professionals assess how well they have done their job and whether they need to improve their teaching practices. In this master's thesis, in collaboration with the National Examinations Centre, we analysed the responses of two hundred randomly selected and anonymized knowledge tests from ninth-grade students who took the national knowledge assessment in biology in 2021. The responses of all two hundred students were carefully transcribed, reviewed, evaluated, and analysed. The analysis of the 2021 biology knowledge assessment revealed that students had difficulties with the following thematic areas: understanding the processes of photosynthesis and cellular respiration, the transport of substances in plants, sexual and asexual reproduction in plants, knowledge of and functioning of human organ systems, and a lack of experience and independent work in research and experiments. Problems were also identified in the content set genetics, and genetic engineering.

• Keywords: national knowledge assessment, biology, primary school, final knowledge assessment