Master's thesis presents an oral assessment, especially questioning, from two aspects. Firstly; subjectivity, which was always current issue in pedagogical profession and secondly; planning and implementation of oral assessment in subject Slovene, which is not widely reported in the literature.
The choice of topic was prompted by the Regulation of examination and assessment of knowledge and the progression of pupils in primary school, which has changed over the years, thus influencing the planning and implementation of oral assessment.
The purpose of the assignment and the study included in it is to find out what role questioning plays in the teaching of Slovenian, what recommendations for greater objectivity and quality are offered by Slovenian and foreign literature. Due to the former common school system, we compared the Slovenian and Croatian regulations of assessment and analyzed the main differences between the Slovenian regulations during the updated versions.
The case seeks to find out how the interviewed teachers engage in the planning and implementation of oral assessment, how much of that puts a strain on them, and how much they think about the subjectivity of their assessment at questioning.
We have found out that oral assessment is a burden for a good number of teachers, and that all of the teachers put a lot of efforts into achieveing objectivity, although they do not consider the potential for subjective effects on assessment that much. The influences of personal opinion are difficult to limit so teacher training is important. The most important thing is to think about where all the potential influences of personal opinion are, and then become aware of them. Because teaching is a flexible and unpredictable area of work for the teachers, they must consistently adapt, plan, and relate assessment to the treatment of the subject matter, to examination and to consolidation.
|
