Dokimologija u primarnom obrazovanju:
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| Main Author: | |
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| Format: | Book |
| Language: | Croatian |
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Pula
Sveučilište Jurja Dorbile
2013
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| Subjects: | |
| Online Access: | Inhaltsverzeichnis Abstract |
| Item Description: | Zsfassung in engl. und ital. Sprache |
| Physical Description: | 195 S. graph. Darst. |
| ISBN: | 9789537498610 |
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| 100 | 1 | |a Kadum-Bošnjak, Sandra |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Dokimologija u primarnom obrazovanju |c Sandra Kadum-Bošnjak |
| 246 | 1 | 3 | |a Docimology in primary education |
| 246 | 1 | 3 | |a Docimology nell'istruzione primaria |
| 264 | 1 | |a Pula |b Sveučilište Jurja Dorbile |c 2013 | |
| 300 | |a 195 S. |b graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Zsfassung in engl. und ital. Sprache | ||
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Record in the Search Index
| _version_ | 1806961916416884736 |
|---|---|
| adam_text |
Sadržaj
I. TEORIJSKE OSNOVE
PROBLEMA
. 11
1.
Uvod
. 11
2.
Dokimologija i osnovni pojmovi školske dokimologije
. 15
2.1.
Praćenje
. 15
2.2.
Provjeravanje
. 17
(a) Povratno provjeravanje
. 17
(b) Završno provjeravanje
. 18
2.3.
Mjerenje
. 19
2.4.
Ocjenjivanje
. 21
2.5.
Ocjena
. 24
(a) Informativna funkcija ocjene
. 25
(b) Motivacijska funkcija ocjene
. 25
(c) Dijagnostička i prognostička funkcija ocjene
. 25
(d) Selektivna i klasifikacijska funkcija ocjene
. 26
(e) Promotivna funkcija ocjene
. 26
2.6.
Vrednovanje (evaluacija)
. 26
3.
Kratki povijesni pregled
. 31
4.
Načela ocjenjivanja u primarnom obrazovanju
. 39
4.1.
Načelo osposobljavanja za ocjenjivanje
. 40
4.2.
Načelo planiranja ocjenjivanja
. 41
4.3.
Načelo kontinuiranosti u ocjenjivanju
. 42
4.4.
Načelo sveobuhvatnosti u ocjenjivanju
. 43
4.5.
Načelo objektivnosti u ocjenjivanju
. 44
4.6.
Načelo individualizacije ocjenjivanja
. 45
4.7.
Načelo samo ocjenjivanja
. 47
4.8.
Načelo javnosti ocjene
. 48
4.9.
Načelo ekonomičnosti u ocjenjivanju
. 49
5.
Kriteriji i standardi ocjenjivanja učenika u primarnom
obrazovanj u
. 51
5.1.
Apriorni kriteriji i standardi ocjenjivanja
. 52
5.2.
Statistički kriteriji i standardi ocjenjivanja
. 56
6.
Problemi subjektivnog ocjenjivanja učenika u primarnom
obrazovanju
. 61
6.1.
Metrijska vrijednost ocjene
. 62
6.2.
Osobine učenika kao činitelji koji utječu na metrijsku
vrijednost ocjene
. 62
(a) Nezadovoljavajuća jasnoća i neodređenost odgovora
. 62
(b)
Verbalne sposobnosti učenika
. 63
(c) (Nesnalaženje u percipiranju reakcija učitelja
. 63
(d) Emocionalna stabilnost
. 64
6.3.
Pogreške učitelja kao činitelj metrijske vrijednosti ocjene
. 64
(a) Osobna jednadžba
. 65
(b) Halo-efekt
. 67
(c) „Logička" pogreška
. 68
(d) Pogreška sredine
. 69
(e) Pogreška diferencijacije
. 69
(f) Pogreška kontrasta
. 69
(g) Prilagođavanje kriterija ocjenjivanja razini grupe
. 70
7.
Objektivno (pismeno) ispitivanje i ocjenjivanje učenika u
primarnom obrazovanju
. 71
7.1.
Testovi znanja
. 72
7.2.
Niz zadataka objektivnoga tipa
. 75
7.3.
Polustrukturirano ispitivanje i ocjenjivanje postignuća učenika
u primarnom obrazovanju
. 76
(a) Strukturirana pitanja
. 76
(b) Polustrukturirani ili kratki esej
. 77
(c) Izvješće
о
istraživanju
. 77
(d) Sažeto prepričavanje
. 78
(e) Simulacija
. 79
(f) Strukturirani razgovor
. 79
(g) Mentalna mapa
. 80
(h) Novinski članak
. 81
(i) Nacrt i realizacija projekta
. 81
8.
Specifičnost ocjenjivanja učenika u primarnom obrazovanju
. 83
(a) Personalna koncentracija
. 83
(b) Zakonske odrednice
. 85
II.
METODOLOGIJA ISTRAŽIVANJA
. 87
1.
Problem
. 87
2.
Predmet istraživanja
. 90
3.
Važnost istraživanja
. 91
(a) Teorijska važnost
. 91
(b) Pedagoško-didaktička važnost
. 92
(c) Odgojno-obrazovna važnost
. 92
4.
Cilj, zadaci i hipoteza
. 93
4.1.
Cilj istraživanja
. 93
4.2.
Zadaci istraživanja
. 93
8
4.3.
Hipoteza
. 94
5.
Varijable istraživanja
. 94
6.
Osnovni skup (populacija) i uzorak istraživanja
. 94
7.
Metode, postupci, instrumenti
. 95
8.
Nacrt, organizacija i tijek istraživanj
. 97
8.1.
Nacrt istraživanja
. 97
8.2.
Organizacija i tijek istraživanja
. 97
9.
Obrada podataka
. 98
III. REZULTATI ISTRAŽIVANJA I NJIHOVA INTERPRETACIJA
99
1.
Zamisao prikaza rezultata istraživanja i njihova interpretacija
. 99
2.
Osobitosti uzorka
. 99
3.
Rezultati i rasprava
. 103
4.
Stavovi i mišljenja sveučilišnih nastavnika
. 129
4.1.
О
postojećem sustavu ocjenjivanja
. 129
4.2.
О
promjenama u postojećem sustavu ocjenjivanja učenika
. 131
4.3.
О
promjenama koje bi fenomen ocjenjivanja učenika podigle
na višu razinu
. 133
IV.
ZAKLJUČNA RAZMATRANJA
. 137
1.
Otvorena pitanja
. 137
2.
Zaključak
. 141
Sažetak
Dokimologija u primarnom obrazovanju
. 143
Abstract
The Assessment of
Junior
Primary School Pupils
. 147
Riassunto
Valutazione
degli alunni della scuola dell' obbligo
. 151
LITERATURA
. 155
Kazalo prezimena
. 169
Kazalo pojmova
. 171
POPIS PRILOGA
. 177
Prilog
1.
Upitnik za učitelje primarnog obrazovanja, stručne suradnike u
osnovnim školama i ravnatelje osnovnih škola
. 179
Prilog
2.
Upitnik za sveučilišne nastavnike
. 183
Prilog
3.
Ocjenjivanje sastavka (s brojem bodova i opisom bodovanja)
. 185
Prilog
4.
Opće smjernice
/
opći elementi za izradu kriterija ispitivanja i
ocjenjivanja
. 187
Prilog
5.
Opis kriterija i standarda/normi ocjenjivanja
. 189
Prilog
6.
Primjer afirmativnog praćenja učenika primarnog obrazovanja
. 191
Prilog
7.
Primjer praćenja razvoja interesa, sposobnosti i odnosa prema radu
učenika u primarnom obrazovaniu
. 193
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10
Abstract
DOCIMOLOGY
IN PRIMARY EDUCATION
The assessment of junior primary school pupils is the integral part of every
country's educational system; it is an important and significant parameter of inclusion
into the worldwide data network, In such a process quantitave indicators, such as
grades, that is, pupils who have passed the exam are presented as indicators of a
country's degree of development, its educational system and educational resources. The
stress is laid upon the issue of combining different docimastic procedures and wider
approaches to the assessment of junior primary school pupils.
The work consists of two parts
-
theoretical and empirical.
The theoretical part first defines in terms of terminology the notion of
docimology as the science dealing with examination and knowledge assessment issues
and points to its task to discover and offer more appropriate and more valid ways and
procedures of pupils' assessment in practice. What follows is the explanation of the
notion of school docimology dealing with the issues of monitoring, testing, measuring,
assessing, grades and evaluation of pupils' educational achievements in school. Its task
is to identify and research the influence of all those factors, which within the framework
of subjective way of testing and assessment of pupils' knowledge interfere with the
metrical value of school grades and to indicate ways and procedures of objective
evaluation and assessment of pupils' achievements.
The work indicates that pupils' assessment is inclined to change and that it has
undergone many modifications. Functions and forms of assessment of pupils'
knowledge and activities in the classroom relate to the function and forms of the
educational process. These changes, functions and forms are discussed in the chapter
entitled Short Historic Overview. Selectivity has been present at all levels of the
development of the society as well as assessment developmental processes and
achievements which have influenced school docimology in the territory of today's
Croatia.
The principles of assessment of junior primary school pupils are regarded as
theoretical postulates, which speak in favour of their grouping around basic didactic
issues concerning classroom achievement evaluation. The definition of these principles
may not significantly influence the teaching process but it may
fonction as a
relevant
point of progress. It is pointed out that the principles of assessment may be defined as
basic guidelines adopted by the teacher to monitor and assess pupil's development and
progress. The principles of assessment are aimed at the practical procedure and their
selection reveals the context of the principal requirement in that field from the point of
view of contemporary didactic tendencies.
The chapter entitled the Criteria and Standards of Assessment of Junior Primary
School Pupils deals with two basic criteria and assessment standards, namely a priori
and statistical. A priori assessment criteria are based on predefined norms formed on the
basis of the aim and teaching tasks resulting from teaching programmes, while the
statistical assessment criteria are based on acquired or calculated statistical values.
147
Subjective
assessment is dealt with in the next chapter entitled the Problem with
Subjective Assessment of Junior Primary School Pupils. Although there are many
shortcomings resulting from such a method of assessment it is still dominant in the
classroom and the chapter emphasises basic problems of subjective assessment
regarding poor metric value of the grade, measurement and impact of numerous factors
on assessment beyond pupils' knowledge.
Starting from the observation that traditional testing and assessment of the
pupil's knowledge is not sufficiently objective or reliable, the chapter entitled the
Objective (Written) Examination and Assessment of Junior Primary School Pupils deals
with didactical docimology's strain to invent procedures that would eliminate or
alleviate, or at least control all those undesirable factors influencing school assessment.
In such an endeavour special attention has been given to the elimination of subjective
factors largely spoiling the metric value of school grades, which can be achieved
through the application of objective (written) examination and assessment.
Particular attention is given to specific circumstances of the assessment of junior
primary school pupils, focussing on personal concentration and legal provisions.
Maximai
personal concentration upon the teacher who is qualified to organise teaching
in all six school subjects comes to the fore in junior primary school classes. Legal
guidelines are set by the Law on Primary and Secondary schools as well as Regulations
on Monitoring and Assessment of Primary and Secondary School Pupils.
The second, empirical part of the paper includes the elaboration of the problem,
the determination of the research subject and it points to the importance of the research.
This part sets the goal of research as well as the verification of flaws and problems
appearing in relation to assessment of junior primary school pupils. Specific research
tasks are laid down and the null hypothesis defined as well as research variables. The
sample consisted of primary school teachers, professional associates and headmasters of
29
primary schools from
Istria
County, Lika-Senj County and Primorje-Gorski
Kotar
County. The methods, procedures and instruments are presented as well as the design,
organisation, course of research and statistical analysis of obtained data.
After the presentation of the methodological concept of research results and their
interpretation, the work deals with the structure of respondents according to counties,
their gender and work experience. The feminine aspect of the teaching profession is
given special attention as a phenomenon in which women prevail over men especially
in junior primary school classes.
The research included
291
primary school teachers,
48
primary school
professional associates and
26
primary school headmasters. Therefore, the sample
included
365
respondents.
The following results have been obtained:
1
Almost one quarter of respondents
(73,98%)
carry out the assessment of junior
primary school pupils in accordance with predefined criteria. The obtained hi-quadrant
(96.2;
df=
3)
indicates that there are statistically significant differences in respondents'
replies.
2
The great majority of respondents
(72,4%)
think that there are flaws,
negativities and problems in regard to the assessment of junior primary school pupils.
148
Only
18,3%
of respondents said that there were no such problems, while approximately
less than
10%
of respondents were indecisive. Correlation coefficients between the
variables of "flaws" (Aj), „negativities" (A2) and „problems"
(A3)
are statistically
significant by less than
1%
(p<.01). In other words, t-values are as follows
t\¿
— 16.178;
¿і,з
= 19.959;
/2,з
- 14.744
{df-
363)
and they are considerably higher than the border
(2,59)
at the level of
0.1.
3
The respondents indicate "the grade as an insufficient indicator of a pupil's real
knowledge"
(70%
of respondents) as the biggest shortcoming of the numerical
assessment of junior primary school pupils' success, while "teacher's incorrectness" is
indicated by less than one percent
(55%)
of respondents. Statistical data analysis has
indicated that there are statistically significant differences in respondents' answers
(χ
=
412.96;
df=
4).
4
Almost three quarters of respondents
(72.88%)
think that the introduction of
descriptive assessment of junior primary school pupils' success would partially
eliminate the flaws, negativities and problems of numerical assessment. The calculated
hi-quadrant
(258.32,
uz df
= 2)
indicates that there are statistically significant
differences in respondents' answers.
5
More than
58%
of respondents think that the descriptive grade should be used
to assess only the educational subjects, while
9.86%
think that no teaching subject
should be assessed by the descriptive grade,
31,5%
of respondents think that the
descriptive grade should be used to assess pupils' success in all teaching subjects.
Statistical data analysis has indicated that there are statistically significant differences in
respondents' answers
{γ
= 130.76;
df-
2).
6
Statistical data analysis has shown that only the correlation between "school
management" independent variable and "flaws in monitoring, evaluation and
assessment of pupils' success" dependent variable is significant
(.132)
at the level of
5%.
7
The respondents have estimated that they are insufficiently prepared for
descriptive asssessment of pupils' success
(30.96%),
while
25.75%
considers that
descriptive assessment is time consuming.
25.75%
of respondents indicate parents'
dissatisfaction with the descriptive assessment as the major shortcoming of the
descriptive assessment and the rest indicate „something else" as a reason.
8
The majority of respondents (more than
90%)
think that school assessment
should not be rejected. The analysis of attained F-variable's value indicates that there
are no statistically significant differences in respondents' answers (all
F
-values are less
than
1)
regarding independent variables (gender, school management, years of
experience, professional qualification).
9
The linkage among respondents' attitudes due to their primary school work
experience and set (ten) claims are as follows: there are statistically significant
differences for four claims (under
1,2,5
and
7
in the text) all at the level of
.05.
The
calculated hi-quadrant for remaining claims makes the deviation from the set hypothesis
impossible.
10
Variation analysis has shown that there are no statistically significant
differences in respondents' answers in regard to "gender" independent variable. In other
149
words, the highest obtained F-value amounts to
1.520
and it is less than the border value
(3.86)
by
5%
with
1/360
degrees of exclusion.
11
All obtained F-values arising from "school headmistress" independent
variable are less than the border value (F
= 3.86;
df=
1/360)
at the level of
.05
and there
are no statistically significant differences in respondents' answers in regard to this
independent variable.
12
F-value arising from "work experience" independent variable and regarding
the (dis)agreement with the issue of introducing a combination of numerical and
descriptive assessment in the first year of the primary school amounts to
2.377
at the
level of
5%
accompanied with
4/360
degrees of exclusion, which means that there are
statistically significant differences in respondents' answers. Other F-values are less than
the border one and therefore the respondents' answers within this independent variable
are not statistically significant.
13
Since the border F-value at the level of
5%
with
5/360
degrees of exclusion
amounts to
2.266,
the variation analysis has shown that respondents' results regarding
„professional qualification" independent variable differ significantly in statistical terms
in four groups of answers. These statistically significant differences relate to "numerical
grade is not an objective indicator of knowledge, skills and abilities" (F
= 2.726),
then
„in junior primary school classes there is no need to assess educational subjects" (F
=
2.632),
„in junior primary school classes there is no need to abolish negative grades" (F
- 2.579)
and the fourth group of answers „in order to get a positive grade a pupil must
solve at least half of all exercises" (F=
4.816).
The other six F-values are less than the
border one and in regard to the observed independent variable are not statistically
significant.
Prijevod:
Dr.
se. Mauro
Dujmović, docent
150 |
| any_adam_object | 1 |
| author | Kadum-Bošnjak, Sandra |
| author_facet | Kadum-Bošnjak, Sandra |
| author_role | aut |
| author_sort | Kadum-Bošnjak, Sandra |
| author_variant | s k b skb |
| building | Verbundindex |
| bvnumber | BV042094899 |
| ctrlnum | (OCoLC)892502325 (DE-599)BVBBV042094899 |
| format | Book |
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| geographic | Kroatien (DE-588)4073841-3 gnd |
| geographic_facet | Kroatien |
| id | DE-604.BV042094899 |
| illustrated | Illustrated |
| indexdate | 2024-08-10T01:26:09Z |
| institution | BVB |
| isbn | 9789537498610 |
| language | Croatian |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-027535683 |
| oclc_num | 892502325 |
| open_access_boolean | |
| owner | DE-12 |
| owner_facet | DE-12 |
| physical | 195 S. graph. Darst. |
| publishDate | 2013 |
| publishDateSearch | 2013 |
| publishDateSort | 2013 |
| publisher | Sveučilište Jurja Dorbile |
| record_format | marc |
| spelling | Kadum-Bošnjak, Sandra Verfasser aut Dokimologija u primarnom obrazovanju Sandra Kadum-Bošnjak Docimology in primary education Docimology nell'istruzione primaria Pula Sveučilište Jurja Dorbile 2013 195 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Zsfassung in engl. und ital. Sprache Grundschule (DE-588)4022349-8 gnd rswk-swf Notengebung (DE-588)4075504-6 gnd rswk-swf Kroatien (DE-588)4073841-3 gnd rswk-swf Grundschule (DE-588)4022349-8 s Notengebung (DE-588)4075504-6 s DE-604 Kroatien (DE-588)4073841-3 g Digitalisierung BSB Muenchen 19 - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027535683&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung BSB Muenchen 19 - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027535683&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Abstract |
| spellingShingle | Kadum-Bošnjak, Sandra Dokimologija u primarnom obrazovanju Grundschule (DE-588)4022349-8 gnd Notengebung (DE-588)4075504-6 gnd |
| subject_GND | (DE-588)4022349-8 (DE-588)4075504-6 (DE-588)4073841-3 |
| title | Dokimologija u primarnom obrazovanju |
| title_alt | Docimology in primary education Docimology nell'istruzione primaria |
| title_auth | Dokimologija u primarnom obrazovanju |
| title_exact_search | Dokimologija u primarnom obrazovanju |
| title_full | Dokimologija u primarnom obrazovanju Sandra Kadum-Bošnjak |
| title_fullStr | Dokimologija u primarnom obrazovanju Sandra Kadum-Bošnjak |
| title_full_unstemmed | Dokimologija u primarnom obrazovanju Sandra Kadum-Bošnjak |
| title_short | Dokimologija u primarnom obrazovanju |
| title_sort | dokimologija u primarnom obrazovanju |
| topic | Grundschule (DE-588)4022349-8 gnd Notengebung (DE-588)4075504-6 gnd |
| topic_facet | Grundschule Notengebung Kroatien |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027535683&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027535683&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT kadumbosnjaksandra dokimologijauprimarnomobrazovanju AT kadumbosnjaksandra docimologyinprimaryeducation AT kadumbosnjaksandra docimologynellistruzioneprimaria |