Opisno ocenjevanje pri pouku angleščine v drugem razredu osnovne šole : magistrsko delo

Šmid, Ema (author), Dagarin Fojkar, Mateja (mentor)

V zadnjih letih je tuji jezik dobil vlogo obveznega predmeta tudi v prvem triletju osnovne šole. Pouk je prilagojen učencem, poteka v skladu z učenčevim razvojem in njegovimi interesi. Znanje, ki ga učenec izkaže, se ocenjuje z opisno oceno. Ta je oblikovana na podlagi tega, kako in v kakšni meri je usvojil posamezne cilje, ki so opredeljeni v učnem načrtu za angleščino. Da lahko učitelj dobro izvaja opisno ocenjevanje mora organizirati pouk tako, da bo učenec motiviran, ocenjevanje znanja pa tako, da bo podalo realno sliko učenčevega znanja. Aktivnosti, s pomočjo katerih preverjamo in ocenjujemo znanje, naj bodo takšne, da bodo učenci za sodelovanje motivirani in da se bodo med izvajanjem dobro počutili. Prav je, da učitelj ocenjuje tisto, kar uči in kakor uči. Tudi opis dosežka in opisna ocena - kot rezultat ocenjevanja - sta za nekatere učitelje trd oreh, še posebej za tiste, ki se z opisnim ocenjevanjem do sedaj še niso srečevali. V praktičnem delu je predstavljena evalvacijska raziskava, v katero je bil zajet en oddelek otrok v drugem razredu (28 učencev). Na podlagi teoretičnega znanja in praktičnih izkušenj so bili v prakso vpeljani različni načini ocenjevanja, ki naj bi podali realno sliko učenčevega znanja. Pripravljeni in izvedeni so bili tako, da so bili za učence privlačni, poleg tega pa so upoštevali vsa načela ocenjevanja: veljavnost, zanesljivost, objektivnost, občutljivost in ekonomičnost. Na področjih poslušanja in slušnega razumevanja ter govora in govornega sporočanja in sporazumevanja so opisani in preizkušeni možni načini ocenjevanja učencev. Izvedbi ocenjevanja je sledila evalvacija in predvidevanje možnih izboljšav procesa. Učitelji angleščine v prvem triletju imajo glede na rezultate raziskave tako možnost refleksije na obstoječo prakso, s pomočjo primerov pa lahko v svoj pouk vpeljejo nove, preizkušene učinkovite načine ocenjevanja znanja.

• Language: Slovenian
• Keywords: opisna ocena, postopek ocenjevanja, zgodnje poučevanje angleščine
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Publisher: [E. Šmid]
• Year: 2017
• Number of pages: 75 str.
• PID: 20.500.12556/RUL-97792
• UDC: 811.111:373.3(043.3)
• COBISS.SI-ID: 11800649
• Publication date in RUL: 13.12.2017

Secondary language

• Language: English
• Title: Descriptive assessment of English as a foreign language in the second grade of primary school

Abstract

In the recent years, foreign language learning has become a compulsory subject in the first triad of primary school. Lessons are taught in accordance with the learner's development and interests and their knowledge is assessed in a descriptive manner. A descriptive mark is based on how well a pupil meets knowledge standards in accordance with the English language syllabus. In order to assess pupils successfully, the process of teaching should motivate pupils for learning while the process of assessing should give relevant results of pupils' knowledge. Pupils should be motivated to participate in activities which involve assessment, they should also feel well throughout the process and the teachers should test what they teach. The description of the pupil's achievement and the descriptive mark itself are a complex problem for some of the teachers, especially for those who haven't gone through the process of descriptive assessment yet. The results of an evaluation research are described in the practical part of this master's thesis which was carried out among a group of second graders (28 pupils). On the basis of the theoretical knowledge and practical experience, various methods of assessment were introduced into practice, with the aim to provide a realistic picture of the pupils' knowledge. They were organized and carried out in a student-friendly way while they also followed all the principles of assessment: validity, reliability, objectivity, sensitivity and economy. Possible assessment techniques were described and tested young learners' listening and hearing comprehension and their speaking and communication skills. Furthermore an evaluation of the process and its possible improvements can guide the teachers of English to young pupils to reflect on their practical experience, while different forms of assessment which are shown and tested in this master's thesis may be introduced into their lessons.

• Keywords: English language, primary education, marking, angleščina, osnovnošolski pouk, ocenjevanje