Formativno vrednovanje u nastavi Prirode i društva

master's thesis

• Title (english): Formative assessment in Science and Social Studies Teaching
• Author: Amadea Đurinić
• Mentor: Ante Kolak (mentor)
• Committee member: Ivan Markić (predsjednik povjerenstva)
• Committee member: Zoran Horvat (član povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Pedagogy); Zagreb
• Defense date and country: 2021-07-19, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; School Pedagogy

Abstract

Vrednovanje kao sustavno prikupljanje podataka (mjerenje učinaka) neizostavan je dio odgoja i obrazovanja. U suvremenom se pristupu fokus stavlja na provođenje formativnog vrednovanja koje je integrirano u proces učenja i poučavanja, naglašavajući proces učenja i cjeloviti razvoj učenika; ne rezultira ocjenom već kvalitetnom povratnom informacijom. Omogućuje aktivno uključivanje učenika (i učitelja kao mentora) u njegovu realizaciju (putem samovrednovanja i vršnjačkog vrednovanja) te korištenje raznovrsnih tehnika. Realizira se u dva oblika: vrednovanje za učenje i vrednovanje kao učenje, a ima brojne koristi za učitelje, učenike i njihove roditelje. U empirijskom dijelu rada opisuje se provedba anketnog istraživanja u kojem su ispitani stavovi 128 učenika 4. razreda sedam zagrebačkih osnovnih škola o procesima samovrednovanja i vršnjačkog vrednovanja te zadovoljstvu primjenjivanim tehnikama formativnog vrednovanja u nastavi Prirode i društva. Rezultati su pokazali pozitivne stavove učenika prema procesima samovrednovanja i vršnjačkog vrednovanja te manjak uviđanja potencijala vršnjačkog vrednovanja za pomoć pri učenju. Također su pokazali veću ili manju korisnost provedbe pojedinih tehnika formativnog vrednovanja.

Abstract (english)

Assessment as a systematic collection of data (measuring effects) is an indispensable part of education. In the modern approach, the focus is on implementation of formative assessment that is integrated into the learning and teaching process, emphasizing the learning process and the overall development of students; does not result in grades but quality feedback. It enables the active involvement of students (and teachers as mentors) in its realization (through self- and peer assessment) and the use of various techniques. It is realized in two forms: assessment for learning and assessment as learning and it has numerous benefits for teachers, students, and their parents. The empirical part of the paper describes the implementation of a survey that examined the attitudes of 128 4th grade students from seven Zagreb primary schools on processes of self- and peer assessment and satisfaction with applied techniques of formative assessment in Science and Social Studies teaching. The results showed positive attitudes of students towards the processes of self- and peer assessment and a lack of recognition of the potential of peer assessment for learning. They also showed greater or lesser usefulness of certain techniques of formative assessment.

• Keywords: formativno vrednovanje; tehnike formativnog vrednovanja; samovrednovanje; vršnjačko vrednovanje; Priroda i društvo
• Keywords (english): formative assessment; techniques of formative assessment; self-assessment; peer assessment; Science and Social Studies teaching
• Language: croatian
• URN:NBN: urn:nbn:hr:131:824540
• Study programme: Title: Pedagogy (single major); Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra pedagogije (magistar/magistra pedagogije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2021-07-21 06:55:35