Analiza uspešnosti reševanja nalog na nacionalnem preverjanju znanja iz kemije v šolskem letu 2017/2018

Mesesnel, Nejc (author), Devetak, Iztok (mentor)

Nacionalno preverjanje znanja (NPZ) je eno izmed eksternih preverjanj znanja v Republiki Sloveniji, s katerim se pridobivajo diagnostični podatki o znanju učencev šestega in devetega razreda osnovne šole. Učenci na isti dan, ob isti uri, rešujejo enake preizkuse znanja pod enakimi pogoji, s čimer se zagotovi strokovnost, verodostojnost in objektivnost preverjanja znanja. Učenci rešujejo preizkuse znanja iz matematike, materinega jezika in tujih jezikov, v devetem razredu pa namesto slednjega imajo preizkus iz tretjega predmeta, ki ga določi resorni minister vsako leto posebej. V šolskem letu 2017/18 se je preverjalo na nacionalnem preverjanju znanja v 9. razredu tudi znanje kemije. Z analizo rezultatov preverjanja znanja je mogoče pridobiti informacije o razumevanju kemijskih pojmov pri učencih na koncu osnovnošolskega izobraževanja. Namen magistrskega dela je izvesti poglobljeno analizo napak, ki so jih učenci pri reševanju preizkusov znanja iz kemije na nacionalnem preverjanju znanja v šolskem letu 2017/18 naredili. Poleg tega je namen dela tudi ugotavljanje, kako so učitelji ocenjevalci vrednotili preizkuse znanja učencev. V vzorec je bilo vključeno 400 naključno izbranih preizkusov znanja iz kemije, ki jih je posredoval Republiški izpitni center (RIC). Izvedena je bila poglobljena analiza odgovorov, ki so jih učenci podali na naloge v preverjanju ter vrednotenja, ki so jih podali učitelji ocenjevalci. Na osnovi rezultatov analize je mogoče podati zaključke o razumevanju kemijskih pojmov osnovnošolcev, pri katerih vsebinah so napake najštevilčnejše ter kakšna je njihova narava, ter hkrati kako objektivni so bili učitelji ocenjevalci pri vrednotenju preizkusov znanja. Najpogostejši napačni odgovori, ki so se pojavljali pri nalogah so bili: (1) napačna uporaba in branje simbolnega kemijskega jezika; (2) napačna uporaba matematičnih operacij; (3) neustrezno narisane oz. brane grafične predstavitve; (4) neustrezno pisanje in branje kemijskih formul in enačb kemijskih reakcij. Največ napak pri vrednotenju so učitelji ocenjevalci storili ko so (1) vrednotili pomankljive odgovore kot pravilne ter (2) so neustrezno sledili navodilim za vrednotenje. Iz zaključkov je mogoče povzeti, na katere korake v učnem procesu kemije naj bodo učitelji bolj pozorni, da ne bo prišlo pri njihovih učencih do napačnih razumevanj, ter kako se pripraviti na vrednotenje preverjanj, da bo le-to čim bolj objektivno.

• Language: Slovenian
• Keywords: preverjanje znanja
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2019
• PID: 20.500.12556/RUL-110347
• COBISS.SI-ID: 12581193
• Publication date in RUL: 16.09.2019

Secondary language

• Language: English
• Title: Analysis of the students' achievements at the national assessment of chemistry knowledge in the school year 2017/2018

Abstract

National Assesment of Knowldege (NAK) is one of the external knowledge assesments in the Republic of Slovenia, with which diagnostic infromation is obtained about the knowledge of 6th and 9th grade students in primary school. On the same day and the same hour, all students take the same exam under same conditions, which ensures proffesionalism, credibility and objectivity of the exam. students take exams from mathematics, language and foreign languages and in the 9th grade, instead of the latter, they take an exam from an additional subject, which is chosen by the minister of education. In the school year of 2017/2018 the subject was chemistry. With the acquired data received from the results of the assesment it is possible to make an analysis of 9th grade students knowledge of chemistry. The purpose of this master's thesis is to analyse mistakes made by students on the National Checking of knowledge from chemistry in the 2017/2018 school year. The purpose of this thesis is also to analyse how the teachers have evaluated these exams. The sample of the research consisted of 400 complete exams from chemistry in the 2017/2018 school year, which were mediated by the Republic Exam Center (REC). An analysis was done on the answers the students gave on the assignments and evaluations by the teachers. Based on the results of the analysis it is possible to give conclusions about pupuls understanding of chemical concepts, at which topics they had the most issues and what was the nature of these issues and how objectively were teachers assessing the exams. The most common incorrect anwsers that appeared in the sample were (1) wrong use and reading of symbolical chemical language, (2) wrong use of mathematical operations, (3) incorrectly drawn and read graphical presentations and (4) incorrect reading and writing of chemical formulas and reactions. The mistakes teachers made, which caused them to assess the assingments incorrectly, were also show in the results. Teachers assessed partial anwsers as correct or they did not follow the assessment rules correctly. From the conclusions it is possible to conclude what chemistry teachers should pay attention to, and how to prepare themselves on assessing the exams as objectivly as possible.

• Keywords: Knowledge assessment