Proces vrednovanja u nastavi na daljinu

master's thesis

• Title (english): The process of evaluation in distance learning
• Author: Lucija Hader
• Mentor: Vilmica Kapac (mentor)
• Committee member: Ante Kolak (predsjednik povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Pedagogy); Zagreb
• Defense date and country: 2023-05-10, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; School Pedagogy

Abstract

Ovaj diplomski rad odnosi se na specifičnosti vrednovanja u nastavi na daljinu. Vrednovanje se
definira kao sustavno prikupljanje podataka u procesu učenja i postignutoj razini ostvarenosti
odgojno-obrazovnih ishoda, znanjima, vještinama, sposobnostima, samostalnosti i odgovornosti
prema radu, u skladu s unaprijed definiranim i prihvaćenim metodama i elementima. Tri su
pristupa vrednovanju: vrednovanje za učenje služi unapređivanju i planiranju budućega učenja i
poučavanja; vrednovanje kao učenje podrazumijeva aktivno uključivanje učenika u proces
vrednovanja te razvoj učeničkoga autonomnog i samoreguliranog pristupa učenju, dok
vrednovanje naučenog uključuje ocjenjivanje razine postignuća učenika. Nastava na daljinu
organizirani je oblik nastave u kojemu su nastavnici i učenici zbog širenja koronavirusa
kontaktnu nastavu zamijenili nastavom od kuće uz potporu digitalne tehnologije. Rad prikazuje
istraživanje provedeno s nastavnicima hrvatskih srednjih škola o procesu vrednovanja u nastavi
na daljinu. Rezultati prikazuju pristupe vrednovanju korištene u nastavi na daljinu, utvrđuje se
(ne)postojanje statistički značajne razlike u odgovorima nastavnika, otkrivaju se podudarnosti i
razlike u mišljenjima i postupcima nastavnika te prednosti i nedostatci provođenja vrednovanja
u online okružju. Rezultati pritom naglasak stavljaju na nedostatke vrednovanja u nastavi na
daljinu koji se u prvome redu odnose na ljudski faktor.

Abstract (english)

This master thesis refers to the specifics of evaluation in distance learning. Evaluation is defined as the systematic collection of data in the learning process and the achieved level of educational outcomes, knowledge, skills, abilities, independence and responsibility towards work, in accordance with predefined and accepted methods and elements. There are three approaches to evaluation: evaluation for learning serves to improve and plan future learning and teaching; evaluation as learning implies the active involvement of students in the evaluation process and the development of the students autonomous and self-regulated learning approach, while the evaluation of what has been learned includes evaluating the level of student achievement. Distance teaching is an organized form of teaching in which, due to the spread of the coronavirus, teachers and students have replaced contact teaching with teaching from home with the support of digital technology. The paper presents research with Croatian secondary school teachers on the evaluation process in distance learning. The results show the evaluation approaches used in distance learning, the (non)existence of a statistically significant difference in teachers answers, similarities and differences in teachers opinions and actions, as well as the advantages and disadvantages of conducting evaluation in an online environment. At the same time, the results emphasize the shortcomings of evaluation in distance learning, which are primarily related to the human factor.

• Keywords: proces vrednovanja; pristupi vrednovanju; nastava na daljinu; digitalne tehnologije
• Keywords (english): evaluation process; evaluation approaches; distance learning; digital technologies
• Language: croatian
• URN:NBN: urn:nbn:hr:131:531620
• Study programme: Title: Pedagogy (double 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: 2023-05-16 16:08:45