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Title:Formative Assessment in English Lessons in Primary School
Authors:Meško, Mirjam (Author)
Jurančič, Klementina Penelope (Mentor) More about this mentor... New window
Kukovec, Melita (Co-mentor)
Files:.pdf MAG_Mesko_Mirjam_2018.pdf (1,31 MB)
 
Language:English
Work type:Master's thesis/paper (mb22)
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract: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.
Keywords:formative assessment, feedback, portfolio, self-evaluation, peer evaluation
Year of publishing:2018
Publisher:[M. Meško]
Source:Maribor
UDC:811.111(043.2):373.2
COBISS_ID:24274696 Link is opened in a new window
License:CC BY-NC-ND 4.0
This work is available under this license: Creative Commons Attribution Non-Commercial No Derivatives 4.0 International
Views:212
Downloads:15
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:FF
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Secondary language

Language:Slovenian
Title:Formativno spremljanje pri pouku angleščine v osnovni šoli
Abstract:Vse več je govora o formativnem spremljanju znanja in prednostih, ki jih prinaša v razred. To je nov izviren pristop, ki omogoča trajnejše učenje za učence in jih vključi v proces izobraževanja. V teoretičnem delu smo opisali, kaj sploh pomeni formativno spremljanje znanja, kateri so ključni elementi formativnega spremljanja in katere so prednosti ter možne slabosti, ki jih formativno spremljanje prinese v razred. Med ključne elemente spadajo nameni učenja, kjer se določijo cilji in merila uspešnosti, listovnik (portfolijo), kjer je opisano, kakšne so prednosti uporabe listovnika, povratna informacija, kjer razložimo, zakaj je sploh pomembna in potrebna, in preverjanje ter ocenjevanje znanja, kamor spadata tudi samo-ocenjevanje in medvrstniško ocenjevanje. V empiričnem delu smo naredili študijo primera. Intervjuvali smo osem osnovnošolskih učiteljev angleščine iz Podravja in jih vprašali, kaj menijo o formativnem spremljanju, kako ga vključijo v svoje poučevanje in kako se jim je delo z uporabo formativnega spremljanja spremenilo. Formativno spremljanje je komaj v zadnjih par letih postalo aktualna tema na študijskih skupinah in zato ni bilo presenetljivih rezultatov. Intervjuvani učitelji po večini uporabljajo le segmente formativnega spremljanja, saj za strogo formativno spremljanje največkrat omenjajo pomanjkanje časa. Kot vsaka novost bo tudi formativno spremljanje rabilo čas, da se ustali v našem izobraževalnem sistemu in doseže mesto, kot si ga zasluži. Učitelji so mnenja, da je tak način učenja in poučevanja potrebno uvajati že v zgodnjem obdobju, da učence postopoma pripravimo in tako z leti postane učenje lažje. Nad principom delovanja formativnega spremljanja so učitelji navdušeni in verjamejo, da lahko učenci na tak način dosegajo boljše in trajnejše znanje.
Keywords:formativno spremljanje znanja, povratna informacija, listovnik (portfolijo), samo-ocenjevanje, medvrstniško ocenjevanje


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