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Formative Assessment in English Lessons in Primary School
Mirjam Meško, 2018, magistrsko delo

Opis: Discussions about formative assessment and advantages that it brings to the classroom are becoming more frequent. It is a new, authentic approach that allows pupils to acquire more permanent knowledge and integrate them into the educational process. In the theoretical part, we described the meaning of formative assessment and what the key elements of formative assessment are, as well as advantages and possible weaknesses that it brings to the classroom. The key elements of formative assessment are the purposes of learning, where goals and performance criteria are decided, portfolio, where we described the positives of using a portfolio, feedback, where the importance and the necessity of a good feedback is explained, and assessment and evaluation, where self-evaluation and peer evaluation are included. In the empirical part, we described a case study that we conducted, where we interviewed eight elementary English teachers from Podravje region and asked them what they think about formative assessment, how they integrated it into their teaching, and how using formative assessment has changed their teaching. Formative assessment has become a current topic at study groups for teachers in the last couple of years, so there are not any surprising results yet. The teachers that we interviewed use just some aspects of formative assessment because for the full use of formative assessment they most frequently mention the lack of time. As any other novelty, formative assessment needs time to integrate in our educational system and reach a place that it deserves. Teachers think that introducing formative assessment at an early stage of education should be better and that the pupils would be prepared for this kind of teaching and learning, and the learning would only get easier with years. Teachers are also enthusiastic about the principle on which formative assessment works, and believe that this way pupils can achieve better and long lasting knowledge.
Ključne besede: formative assessment, feedback, portfolio, self-evaluation, peer evaluation
Objavljeno v DKUM: 09.01.2019; Ogledov: 2072; Prenosov: 201
.pdf Celotno besedilo (1,31 MB)

Enriching the higher education grading procedure with a computer generated feedback
Tomaž Šuen, 2018, magistrsko delo

Opis: Assignments in the educational process take many forms, e.g. homework, laboratory projects, written exams. The feedback students receive is mostly in the form of a grade, or percentage, without any further explanation. Meanwhile, the higher education teachers see that their students are making the same mistakes year after year. Therefore, we gathered those common mistakes in a structured way and created the Examco application, which grades students based on their mistakes and generates a written report for the students, explaining what they have done wrong and how to improve. In the experiment we evaluated the exam using the Examco application and generated feedback for students. The students later evaluated the provided feedback through a survey. With the structured interview made with higher education teachers, we learned about their grading methods and thoughts on the grading method put forward by our research.
Ključne besede: feedback, exam, grading, computer generated
Objavljeno v DKUM: 08.11.2018; Ogledov: 13210; Prenosov: 120
.pdf Celotno besedilo (2,50 MB)

The Role of Corrective Feedback in Oral Production
Lejla Dorić, 2018, magistrsko delo

Opis: Foreign language learners make several errors when it comes to instant oral production and one of the crucial qualities of a good teacher is to know when and how to correct them without distracting or discouraging learners from future oral production. The main objective of this master’s thesis is to research different correction techniques and test them on primary school children. Another objective is to evaluate what kind of impact delayed and immediate feedback has on them. This paper is set as a case study based on eight primary school children, whom we thought and observed for a whole school year. All of them differ substantially in intelligibility, personality, learning styles and age. Moreover, as the second method of collecting data a structured interview was used. The main findings of this paper indicate that learners' view on error correction differs substantially from teachers’ beliefs. All learners want to be corrected by immediate feedback; however, some prefer covert methods. They all appreciate a chance to correct themselves, rather than being given the correct answer immediately after they make a mistake. To our surprise, learners are not bothered by immediate feedback. More uptake is shown when they are corrected immediately than after some delay. They dislike delayed feedback, since they tend to forget the errors they made and the feedback seems irrelevant to them.
Ključne besede: corrective feedback, correcting oral errors, immediate feedback, delayed feedback, covert methods.
Objavljeno v DKUM: 22.10.2018; Ogledov: 1127; Prenosov: 145
.pdf Celotno besedilo (1,24 MB)

Sapard programme and its implementation in tourism development in Bistriţa-Nǎsǎud county, Romania
Pompei Cocean, Oana-Ramona Ilovan, 2009, izvirni znanstveni članek

Opis: Our analysis focused on emphasizing the manner of attracting the financial resources in the sector of tourism in a particular territorial entity (Bistriţa-Năsăud County, situated in northern Romania, in the Northwest Development Region), where small private initiatives were representative for Romania’s approach to this sector. Sustainable rural development was partly triggered by the implementation of the SAPARD programme during the pre-accession period of Romania to the European Union. Focusing on sustainable tourism in the countryside and Bistriţa-Năsăud County was another such example.
Ključne besede: recent tourism development, impact, feedback
Objavljeno v DKUM: 20.03.2018; Ogledov: 814; Prenosov: 114
.pdf Celotno besedilo (387,63 KB)
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Enhancing the effectiveness of training through information feedback : the case of Slovenias's public administration
Blaž Rodič, Gozdana Miglič, Goran Vukovič, Bruno Završnik, Robert Leskovar, 2009, izvirni znanstveni članek

Opis: After the fall of the Berlin wall, the public administrations in Central and Eastern European countries have had to adapt to an enormous number of changes in a relatively short time. Their civil servants are still facing a constantly changing regulatory framework which needs implementation and enforcement, as well as new demands from the growing private sector and the citizens. These challenges can only be met if the civil servants are highly qualified and constantly updating their qualifications. A sound system of in-service training is therefore crucial to keep the public servants on equal footing with the rapidly changing environment. The research presented in this paper analyzed the practices of training evaluation as an information feedback in a branch of Slovene state administration. We analyzed the attitudes of employees towards evaluation with the assumption that there probably are notable differences between the attitudes of public servants depending on their demographic qualities. The results of the research, that 414 public servants have participated in, show that the position in the hierarchy has the strongest influence on their attitude towards evaluation. Empirical data also show that most of the employees are willing to participate in a continuous and objective training evaluation, but the leading public servants are less involved in the evaluation than expected.
Ključne besede: civil servants, evaluation processes, information feedback, goal oriented systems, public administration, training, training effectiveness
Objavljeno v DKUM: 10.07.2015; Ogledov: 1395; Prenosov: 147
.pdf Celotno besedilo (667,61 KB)
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