One of the tasks of a teacher is examination and assessment. It has to be valid, reliable, objective, sensitive and as practical as possible, which demands thorough preparation on behalf of the teacher. The central topic of this dissertation is written examination in Slovene. The theoretical part deals with the concept of knowledge and its types, followed by an overview of the types of examinations and the purpose of examination and assessment. There is also a brief description of the two groups of children with special needs and the modifications of the examination and assessment needed for them. The next topic of the theoretical part is the description of the qualities of measuring instruments, and then the focus is shifted to written examinations, types of tasks and the designing of tests. The key articles of examination and assessment regulations are highlighted. The practical part of the dissertation contains an analysis of the written examinations we used in the sampling. The aim of the analysis was to divide the tasks based on the level of knowledge needed to solve them. The analysis also covers the diversity of tasks, comprehensibility and grammatical correctness of the instructions, the type of examinations and the appropriateness of scoring in the examinations. We compared the basic and the modified exam and tried to determine what kind of changes occurred based on the needs of the special needs children. The sample consisted of 24 written examinations in Slovene (language lessons). The results showed that the examinations mostly test the minimum level of knowledge, but also contain some tasks which require a higher level of knowledge. There are different types of tasks based on the level of activity of the student, and the type of the exams is suitable. Improvements are needed in the area of modifications for special needs children. The instructions and the scoring required the most critical thinking and consideration and resulted in many corrections and improvements.
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