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Naslov:FORMATIVNO SPREMLJANJE ZNANJA UČENCEV V OSNOVNI ŠOLI
Avtorji:ID Kop, Mateja (Avtor)
ID Ivanuš-Grmek, Milena (Mentor) Več o mentorju... Novo okno
ID Čagran, Branka (Komentor)
Datoteke:.pdf MAG_Kop_Mateja_2015.pdf (458,94 KB)
MD5: 7C0D112C810FE26E6403B44DBEFC2CCE
 
Jezik:Slovenski jezik
Vrsta gradiva:Magistrsko delo
Tipologija:2.09 - Magistrsko delo
Organizacija:FF - Filozofska fakulteta
Opis:Formativno spremljanje ima v današnjem casu vedno pomembnejšo vlogo, saj pomeni bolj nazorno spremljanje slehernega ucenca ob pomoci in povratni informaciji ucitelja za doseganje optimalnega rezultata ucenca, primernega njegovim realnim zmožnostim. Konstruiranje znanja poteka ob procesu osmišljanja lastnih izkušenj. Pojmovanje bistva in nastajanja znanja temelji na prepricanju, da znanje ni nekaj, kar obstaja objektivno, neodvisno od tistega, ki spoznava, ampak je subjektiven konstrukt (zgradba), ki ga v procesu osmišljanja lastnih izkušenj ustvarja vsak posamezni ucenec. Proces formativnega spremljanja je osredotocen na ucenca, pri cemer ucenec razvija spretnosti in vešcine, ki vodijo v samostojno reševanje nalog. Vloga ucitelja je, da ucenca spremlja znotraj t. i. obmocja bližnjega razvoja, kar pomeni, da mu nudi ravno pravšnjo mero pomoci in vodenja. Na eni strani so ucenci v takšnem konstruktivisticnem okolju sooceni z izzivom, ki ga predstavlja samostojno odkrivanje koncepta, hkrati pa se ucijo, kako se uciti, razvijajo ter implementirajo strategije, ki so znacilne za samostojne mislece in ucence. Prav tako je bistvo konstruktivizma v pedagogiki poudarjanje nacina, procesa, ucencevega pridobivanja znanja oz. oblikovanja konstrukta. Za ucitelje, ki formativno spremljajo ucencevo znanje, je v veliki meri pomemben proces ucenja, to je proces, skozi katerega posameznik usvaja spretnosti, strategije in sredstva, s katerimi lahko ucinkovito izvede ucno nalogo. Pomembno je tudi, kdaj in kako se uporablja posamezna ucna strategija.
Ključne besede:Osnovna šola, konstruktivizem, preverjanja znanja, formativno spremljanje, avtenticne in alternativne oblike preverjanja znanja, povratna informacija, portfolio.
Kraj izida:Maribor
Založnik:[M. Kop]
Leto izida:2015
PID:20.500.12556/DKUM-47643-c7148202-a0f4-defe-7898-10514199997d Novo okno
UDK:37.091.26:373.3(043.2)
COBISS.SI-ID:21304840 Novo okno
NUK URN:URN:SI:UM:DK:S2ZQS0TS
Datum objave v DKUM:14.04.2015
Število ogledov:7409
Število prenosov:1247
Metapodatki:XML DC-XML DC-RDF
Področja:FF
:
KOP, Mateja, 2015, FORMATIVNO SPREMLJANJE ZNANJA UČENCEV V OSNOVNI ŠOLI [na spletu]. Magistrsko delo. Maribor : M. Kop. [Dostopano 16 marec 2025]. Pridobljeno s: https://dk.um.si/IzpisGradiva.php?lang=slv&id=47643
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Sekundarni jezik

Jezik:Angleški jezik
Naslov:FORMATIVE MONITORING OF PUPILS IN PRIMARY SCHOOL
Opis:Nowadays, constructivistic formative assessment has an increasingly important role, since it means a more exact following of every single learner with the teacher's help and feedback in order to achieve the best result possible when compared to his abilities. An individual does not recieve the knowledge from the outside but constructs it with his own activity. The proces of constructing knowledge is built by giving meaning to one's own experiences. Understanding the essence and the building of knowledge is based on a belief that knowledge is not something that exists objectively, independently from the one who is getting the experience and recognizing the meaning; instead, knowledge is a subjective construct which every single learner builds individually, throughout the process of giving meaning to thier own experiences. The process of formative assessment is focused on the learner, which can develop the skills for independent problem-solving. The teacher's role is monitoring the learner inside the socalled close development, within which he offers him the right amount of help and guidance. On one hand, learners in this kind of constructivistic environment are confronted with a challenge of individually detecting and building the concept, and on the other, they learn how to learn, they develop and implement the strategies that are typical for independent thinkers and learners. Also, one of the main points of constructivism in pedagogy is emphasising the ways, the process, the learner's generation of knowledge and production of the construct. For teaches who assess their learners' knowledge formatively, a very important aspect is the process of learning; the process through which the individual creates skills, strategies, and means of effectively performing a learning task. It is also important when and how a certain learning strategy is used.
Ključne besede:Primary school, constructivism, knowledge testing, formative assessment, authentic and alternative forms of knowledge testing, feedback, portfolio


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