Analiza pisnih preizkusov znanja pri slovenščini od 1. do 5. razreda osnovne šole : diplomsko delo

Janež, Klavdija (author), Bešter, Marja (mentor), Rot Vrhovec, Alenka (comentor)

Učiteljeva naloga pri poučevanju je tudi preverjanje in ocenjevanje znanja. Le-to mora biti veljavno, zanesljivo, objektivno, občutljivo in čim bolj ekonomično, kar od učitelja zahteva temeljito pripravo. Osrednja tema diplomskega dela so pisni preizkusi znanja pri slovenščini. V teoretičnem delu je opisano pojmovanje znanja in njegove vrste, sledi pregled oblik ter namen preverjanja in ocenjevanja znanja. Na kratko sta predstavljeni skupini otrok s posebnimi potrebami in prilagoditve pri preverjanju in ocenjevanju znanja za ti dve skupini. Opisane so tudi merske karakteristike, nato pa se delo osredotoči na pisne preizkuse znanja, na tipe nalog in sestavo pisnega preizkusa znanja. Omenjeni so tudi ključni členi iz pravilnika o preverjanju in ocenjevanju znanja. V empiričnem delu sledi analiza dokumentov (pisnih preizkusov znanja), katere namen je ugotoviti, ali naloge v preizkusih znanja vsebujejo predvsem minimalne standarde znanja, ali naloge preverjajo tudi višje ravni znanja in koliko je takšnih nalog, preveri pa se tudi različnost tipov nalog, razumljivost in jezikovna pravilnost navodil, oblika preizkusov znanja in ustreznost točkovanja v preizkusih znanja. Primerjali smo osnovni in prilagojeni preizkus znanja ter ugotavljali, kakšne so spremembe glede na potrebe učenca s posebnimi potrebami. Vzorec je zajemal 24 pisnih preizkusov znanja pri predmetu slovenščina (jezikovni pouk). Raziskava je pokazala, da preizkusi znanja preverjajo predvsem minimalne standarde znanja iz učnega načrta, vsebujejo naloge, s katerimi se preverjajo tudi višje ravni znanja, naloge pripadajo različnim tipom glede na dejavnost učenca, oblika preizkusov znanja pa je dobra. Potrebne so izboljšave na področju prilagoditev za učence s posebnimi potrebami, največ kritičnosti in razmisleka je bilo potrebnega pri navodilih in točkovanju nalog; tu smo naredili več popravkov in izboljšav.

• Language: Slovenian
• Keywords: preverjanje znanja, ocenjevanje znanja, učni načrt, osebe s posebnimi potrebami
• Work type: Undergraduate thesis
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Publisher: [K. Janež]
• Year: 2014
• Number of pages: 104 str., [49] str. pril.
• PID: 20.500.12556/RUL-69200
• UDC: 373.3:37.091.275:811.163.6(043.2)
• COBISS.SI-ID: 10259273
• Publication date in RUL: 10.07.2015

Secondary language

• Language: English
• Title: The analysis of written examinations in the Slovenian language from first to fifth grade of primary school

Abstract

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.