Preverjanje znanja kot usmerjevalec učnega procesa pri družbi v petem razredu

Vrtačnik, Danica (author), Valenčič Zuljan, Milena (mentor), Hergan, Irena (co-mentor)

Cilj šolanja je pridobivanje kakovostnega znanja učencev. Za doseganje tega cilja sta med drugim pomembna skrbno učiteljevo strokovno načrtovanje in premišljeno izpeljevanje vseh etap učnega procesa: od uvajanja do preverjanja in ocenjevanja znanja. Preverjanje znanja vstopa v vse etape učnega procesa. Zavedajoč se dejstva, da je preverjanje ključen povezujoč proces, hkrati pa tudi usmerjevalec učnega procesa, je temeljni predmet magistrskega dela preverjanje znanja kot usmerjevalec učnega procesa. Magistrsko delo je sestavljeno iz teoretičnega in empiričnega dela. Teoretični del je razdeljen na dva vsebinska sklopa: v prvem smo obdelali preverjanje znanja, njegove funkcije, vrste, načine in oblike ter procesne dejavnike s poudarkom na pomenu povratne informacije, v drugem pa smo se poglobili v vsebine, cilje in samo načrtovanje pouka prostorske orientacije in kartografije v petem razredu. Izpostavili smo tudi pomen ciljne naravnanosti poučevanja in vlogo novih paradigem poučevanja. Empirični del temelji na raziskavi, ki je potekala na vzorcu učiteljev razrednega pouka, ki poučujejo družbo v petem razredu osnovne šole. Zanimale so nas njihove izkušnje s preverjanjem znanja pri obravnavi prostorske orientacije in kartografije. Z rezultati, ki smo jih pridobili s kvantitativnim in kvalitativnim pristopom raziskovanja, smo dobili vpogled v načine preverjanja, ki potekajo v etapi obravnave prostorske orientacije in kartografije pri družbi v petem razredu. Preverjanje znanja je proces, ki poteka v vseh učnih dejavnostih, tako načrtovano kot nenačrtovano– neformalno. Gre za ustvarjanje in izkoriščanje »nepredvidenih trenutkov«, ki se zgodijo pri pouku. Z opazovanjem pouka in intervjuvanjem učiteljice smo analizirali proces preverjanja in izpostavili preverjanje kot proces, s katerim učitelj pridobiva pomembne informacije, ki med drugim predstavljajo osnovo za kakovostno posredovanje povratne informacije učencem in morebitno modifikacijo poučevanja v nadaljevanju učnega procesa. Posredovanje povratne informacije učencem po izsledkih raziskav učinkovitega pouka predstavlja pomemben dejavnik kakovostnega znanja učencev.

• Language: Slovenian
• Keywords: preverjanje znanja
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2016
• PID: 20.500.12556/RUL-85523
• COBISS.SI-ID: 11158857
• Publication date in RUL: 20.09.2017

Secondary language

• Language: English
• Title: The assessment of knowledge as determinant of learning process in year 5 social studies

Abstract

The aim of schooling is to acquire high quality knowledge. To achieve this objective, an important role is played by careful teacher planning and prudent action of carrying out all stages of the learning process, from introduction of the topic to assessment and grading. Assessment is present in every learning stage. Aware of the fact that assessment is the key linking process as well as the indicator of the learning process, the basic subject of the master thesis is assessment as indicator of a learning process. Master's thesis consists of theoretical and empirical part. The theoretical part is divided into two sections; Firstly, assessment, its functions, types, methods, forms, and process factors stressing the importance of feedback, are analyzed. Secondly, the content, objectives, and lesson planning of spatial orientation and cartography in the fifth grade, are researched. The importance of target-oriented teaching and application of new paradigms of teaching is highlighted. The empirical part is based on a research that was conducted on a sample of primary school teachers who teach social studies in the 5th grade. I was interested in their experience of assessing spatial orientation and cartography. The results, which were obtained by means of quantitative and qualitative research approaches, provided an insight into different ways of assessment, which take place when learning spatial orientation and cartography. Assessment is present in all learning activities, both planned and unplanned (informal). It is about creating and taking advantage of “unexpected situations” that happen spontaneously in the classroom. By observing lessons and interviewing teachers, the process of assessment is analyzed. Assessment is pointed out as a process by means of which important information for the teacher is acquired. This information is the basis for quality feedback to pupils as well as for the possible modification of teaching in the continuation of the learning process. According to results of research of effective teaching, providing pupils with feedback is an important factor of high quality knowledge.

• Keywords: assessment