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Title:Formativno spremljanje v izobraževanju odraslih
Authors:Lužar, Nives (Author)
Kovač, Jernej (Mentor) More about this mentor... New window
Files:.pdf MAG_Luzar_Nives_2020.pdf (1,05 MB)
MD5: 41CDB0D4283CE4B9934C4D7363FFB55E
 
Language:Slovenian
Work type:Master's thesis/paper (mb22)
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:Današnja spreminjajoča se družba terja od posameznika visoko stopnjo prilagodljivosti, inovativnosti, samostojnosti, tudi kritičnosti. Tako kot se spreminja družba, se mora tudi učni proces nenehno posodabljati in prilagajati tako potrebam družbe kot potrebam posameznika. Sodobni in inovativni pristopi poučevanja so zagotovo eden od načinov uresničevanja sprememb, h katerim stremimo, zato smo v pričujočem magistrskem delu preučevali uporabo omenjenih pristopov v izobraževanju odraslih, osrednjo pozornost pa smo namenili preučevanju poznavanja in uporabe koncepta formativnega spremljanja v izobraževalni praksi. V naši raziskavi je sodelovalo 117 predavateljev izobraževanja odraslih. Za obdelavo podatkov smo uporabili deskriptivno in kavzalno-neeksperimentalno metodo empiričnega raziskovanja. Ugotovili smo, da se večina predavateljev izobraževanja odraslih poslužuje uporabe sodobnih in inovativnih pristopov poučevanja, predvsem, ker želijo pripraviti zanimiv pouk, hkrati pa menijo, da uporaba teh pristopov pripomore k višjim učnim učinkom in dvigu učne motivacije. Najpogostejši razlogi, zakaj se predavatelji tovrstnih pristopov ne poslužujejo, so pomanjkanje časa, znanja in pripomočkov. Izkazalo se je, da je koncept formativnega spremljanja med predavatelji izobraževanja odraslih slabše poznan, vendar je kljub nepoznavanju presenetljivo pogosta uporaba njegovih elementov pri poučevanju odraslih. Prav tako smo ugotovili, da je najbolj uporabljen element formativnega spremljanja povratna informacija, najmanj pa se poslužujejo zbiranja dokazov znanja. Z nadaljnjo analizo smo zaznali tudi nekaj statistično značilnih razlik glede na spol, starost in leta delovnih izkušenj.
Keywords:izobraževanje, odrasli, poučevanje, formativno spremljanje, sodobni in inovativni pristopi
Year of publishing:2020
Publisher:[N. Lužar]
Source:Maribor
UDC:37.091.26:374.7(043.2)
COBISS_ID:47996419 New window
NUK URN:URN:SI:UM:DK:AUT8DLKE
Views:200
Downloads:61
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:FF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:04.12.2020

Secondary language

Language:English
Title:Formative Assessment in Adult Education
Abstract:Our rapidly changing modern society requires individuals to possess a high degree of flexibility, innovativeness, independence and critical thinking. Just as society is changing, so too must the learning process be constantly updated and adapted to both the needs of society as well as the needs of individuals. Contemporary and innovative approaches to teaching are certainly one of the ways to implement the changes we are striving for. Therefore, this master's thesis investigates the use of these approaches in adult education, while primarily focusing on the awareness and application of the concept of formative assessment in practical teaching. 117 adult education lecturers participated in our research. The descriptive and causal non-experimental empirical research methods were used for the purposes of data processing. We found that most adult education lecturers use contemporary and innovative teaching approaches, mainly because they want to prepare interesting lessons, but also because they believe that using them contributes to better learning outcomes and increases learning motivation. The most common reasons why some lecturers do not use these approaches include lack of time, know-how and proper teaching tools. Our research has shown that although the concept of formative assessment is less well known among adult education lecturers, the application of its elements in adult teaching is surprisingly high despite the lack of familiarity with the concept. We have also found that the most used element of formative assessment is feedback, while the least used one is gathering knowledge evidence. Further analysis also revealed some statistically significant differences regarding gender, age and length of work experience.
Keywords:education, adults, teaching, formative assessment, contemporary and innovative approaches


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