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Učenci so že od samega vstopa v osnovno šolo postavljeni pred različne izzive, ki jim jih postavlja šola. Med pomembnejšimi in ključnimi sestavinami sta preverjanje in ocenjevanje znanja. V Pravilniku o preverjanju in ocenjevanju ter napredovanju učencev v osnovni šoli (2013) je zapisano, da lahko učitelj na različne načine preverja in ocenjuje znanje. Pisno in ustno preverjanje sta tradicionalni obliki ocenjevanja znanja. Učitelj znanje učencev lahko preverja tudi na drugačne načine, npr. z izdelki, projektnim delom ter različnimi oblikami nastopov učencev pred sošolci. Kljub temu da je učitelj avtonomen pri izbiri in načrtovanju, mora delovati v skladu z zakoni, ki so sprejeti v Republiki Sloveniji. V magistrskem delu smo se osredinili na pisne preizkuse za matematiko, ki so namenjeni učencem 5. razreda. Načrtovanje pisnega preizkusa je zelo odgovorna in zahtevna naloga vsakega učitelja. Pri načrtovanju mora biti učitelj pozoren na več dejavnikov: kaj bo preverjal, taksonomske ravni posameznih nalog, točkovanje, (minimalni) standardi znanja, tipi nalog, podajanje navodil na razumljiv in znanju primeren način – matematična terminologija. Pri načrtovanju matematičnih pisnih preizkusov si lahko učitelj pomaga z mrežnim diagramom. V empiričnem delu smo analizirali deset pisnih preizkusov iz matematike, ki so jih pripravile učiteljice za učence 5. razreda. Preizkuse smo analizirali glede na posamezne parametre: učni cilji, taksonomske ravni, ki jih preverjajo naloge preizkusov, standardi znanja, tipi nalog, matematična in jezikovna ustreznost, oblikovna pravilnost ter čas reševanja. Rezultati raziskave so pokazali, da vsi pisni preizkusi našega vzorca, ki so jih sestavile učiteljice, niso kakovostni. Iz analize je razvidno, da učiteljice nimajo težav pri izbiri matematične terminologije in učnih ciljev, ki so zapisani v učnem načrtu za matematiko. Največ odstopanj od priporočil za kakovostno oblikovan preizkus znanja je bilo pri razmerju tipov nalog in zapisa glave pisnega preizkusa. Pri ostalih parametrih so pisni preizkusi deloma dosegali priporočila. Na koncu raziskave smo se odločili, da bomo nekatere parametre preizkusa, ki ne vplivajo na učenčevo izkazano znanje, zanemarili, in ponovno ovrednotili pisne preizkuse, s čimer se je število preizkusov, ki smo jih ocenili kot kakovostne, povečalo. From the moment they enter primary school, students are faced with various challenges presented by the school. Among the more important and key components are knowledge evaluating and assessment. The Ruls on the examination and assessment and progress of pupils in primary school (2013) state that a teacher can test and assess knowledge in various ways. Written and oral examinations are traditional forms of knowledge assessment. The teacher can also check the students' knowledge in other ways, e.g. with products, project work and various forms of student performances in front of classmates. Despite the fact that the teacher is autonomous in the selection and planning, has to act in accordance with the laws adopted in the Republica of Slovenia. In the master's thesis, we focused on written tests for mathematics, which are intended for 5th grade students. Designing a written test is a very responsible and demanding task for every teacher. When planning, the teacher must pay attention to several factors: what he will check, taxonomic leveles of indivifual tasks, scoring, (minimum) standards of knowledge, types of tasks, giving instructions in an understandable and knowledge appropriate way mathematical terminology. When planning math written tests, the teacher can also use a network diagram. In the empirical part, we analyzed ten written tests in mathematics prepared by teachers for 5th grade students. The test were analyzed according to individual parameters: learning objectives, taxonomic leveles checked by the test tasks, knowledge standards, types of tasks, mathematical an linguistic adequacy, from correctness and solving time. The results of the reserch showed tat not all written tests of our sample, compiled by teachers, are of good quality. The analysis shows that teachers do not have problems in choosing mathematical terminology and learning objectives, which are written in the mathematics curriculum. The most deviations from the recommendations for a qualitatively designed knowledge test were in relationship between the types of tasks and the head of the written test. For other paramaters, the written tests partially met the recommendations. At the end of the research, we decided to neglect some of the test parameters that do not affect the student's demonstrated knowledge, and to re-evaluate the written tests, thus increasing the number of tests that we assessed as qualitative. |
