Students' attitudes towards teachers subjective grading at oral exams

Autor: Ahac, Isabela
Přispěvatelé: Markić, Ivan
Jazyk: chorvatština
Rok vydání: 2022
Předmět:
Popis: U današnjem društvenom kontekstu stremi se što većoj kompetentnosti i konkurentnosti u svijetu rada što se odražava i na obrazovni kontekst u kojem se velik naglasak stavlja na školske ocjene. Mnogi roditelji stvaraju pritisak svojoj djeci jer žele da budu izvrsna u svim područjima, žele da upišu fakultet, i u skladu s time, žele da imaju što bolje ocjene. Funkcija ocjena je da svojom brojčanom vrijednošću reprezentiraju određeno znanje. Međutim, one ne mogu u potpunosti biti pouzdane, a jedan od razloga je taj što su njihovi mjerni instrumenti ljudi, odnosno nastavnici koje karakterizira nemogućnost potpune i isključive objektivnosti. Navedeni fenomen polazište je ovoga rada koji ima za cilj utvrditi učeničke stavove o subjektivnom ocjenjivanju nastavnika u negativnom smislu, i to pri usmenim provjerama znanja. Subjektivno ocjenjivanje u negativnom smislu podrazumijeva učenički doživljaj nepravde, odnosno interpretaciju učenika da su dobili nižu ocjenu od smatrano zaslužene i da je njihovo znanje podcijenjeno. Uzorak empirijskog istraživanja čine maturanti iz raznih dijelova Hrvatske, njih 291 te se ispituje njihovo iskustvo sa subjektivnim ocjenjivanjem tijekom perioda srednjoškolskog obrazovanja. Analizom podataka prikupljenih pomoću online ankete, utvrđeno je da se gotovo svaki učenik u nekom trenutku susretao sa subjektivnim ocjenjivanjem te da su djevojke češće subjektivno ocijenjene u odnosu na mladiće. Dominantnim faktorima subjektivnosti, učenici smatraju faktore koji ovise o nastavniku, od kojih je najučestaliji faktor osobna jednadžba, potom halo efekt, zatim pogreška kontrasta pa tehnika provjeravanja i ocjenjivanja. Pokazalo se da iz takvih subjektivno-podcjenjujućih ocjena proizlazi nezadovoljstvo, smanjuje se motivacija za nastavnim predmetom te učenici negativnije doživljavaju predmetnog nastavnika. In today's social context we strive for great competence and competitiveness in the business world which is also reflected in the educational context in which great emphasis is placed on school grades. Many parents put pressure on their children wanting them to excel in all areas, to enter college and, accordingly, wanting them to have the best possible grades. The function of grades is to represent certain knowledge with their numerical value. However, they cannot be completely reliable and of the reasons is that their measuring instruments are people, i.e. teachers who cannot be completely and exclusively objective. The aforementioned phenomenon is the starting point of this paper, which aims to determine students' attitudes towards teachers subjective grading in a negative way, when it comes to oral exams. Subjective grading in a negative way implies the student's experience of injustice, i.e. student interpretation of receiving a lower grade than the one he/she thinks he/she deserves and underestimation of their knowledge. The sample of the empirical research consists of 291 high school graduates from various parts of Croatia and examination is about their experience with the subjective grading during the period of secondary school education. By analyzing the data collected using an online survey, it was determined that almost every student encountered subjective grading at some point and that girls were more often subjectively graded compared to boys. The students consider the dominant factors of subjectivity to be factors that depend on the teacher, of which the most frequent factor is the personal equation, the second one is the halo effect, then the contrast error and the last one is the examination and grading technique. It has been shown that such subjectively-underestimating grades result in dissatisfaction, the decreasing in motivation for the subject and the changing in students perception of the subject teacher in a negative way.
Databáze: OpenAIRE
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