Title Vrednovanje pisanja u nastavi Hrvatskoga jezika iz perspektive učitelja
Title (english) Evaluation of writing in teaching Croatian language from teacher's perspective
Author Martina Furlić
Mentor Maja Opašić (mentor)
Committee member Petra Pejić Papak (predsjednik povjerenstva)
Committee member Maja Verdonik (član povjerenstva)
Granter University of Rijeka Faculty of Teacher Education Rijeka
Defense date and country 2021-07-15, Croatia
Scientific / art field, discipline and subdiscipline INTERDISCIPLINARY AREAS OF KNOWLEDGE Educational Sciences (Child and Educational Psychology, Sociology of Education, Political Science of Education, Economics of Education, Anthropology of Education, Neurosciences and Early Learning, Educational Disciplines)
Abstract U svim fazama poučavanja stvaralačke aktivnosti pisanja, neizostavno je kontinuirano vrednovanje učenikova pisanja koje uključuje procjenjivanje postignute razine uspješnosti učenikova pisanja na temelju različitih načina ispravljanja učeničkih pisanih radova. Vrednovanje pisanja učiteljima, učenicima i roditeljima pruža povratne informacije o učenikovu napretku i uspješnosti u pisanju te smjernice za kreiranje daljnjeg učenja i unaprjeđenja kvalitete pisanja.
Cilj istraživanja bio je istražiti stavove učitelja o vrednovanju pisanja, postoje li razlike u navedenim stavovima s obzirom na dob, stupanj obrazovanja, učiteljski staž i broj učenika u razrednom odjelu te istražiti mišljenja učitelja o provođenju i unaprjeđenju vrednovanja pisanja. Istraživanje je provedeno metodom ankete pomoću online upitnika. Uzorak istraživanja čini 57 učitelja razredne nastave osnovnih škola iz Karlovačke i Primorsko-goranske županije. Rezultati istraživanja pokazuju da učitelji smatraju da je potrebno provoditi kriterijsko i analitičko vrednovanje pisanja te da su povratne informacije dobivene vrednovanjem pisanja korisne i poticajne za učenike i učitelje. No, pokazalo se i da učitelji imaju osrednji stav o brojčanoj ocjeni kao pokazatelju stvarnih učeničkih vještina i napretka u pisanju. Utvrđene su razlike u stavovima učitelja o vrednovanju pisanja s obzirom na dob, stupanj obrazovanja i broj učenika u razrednom odjelu, no nisu utvrđene razlike u stavovima o vrednovanju pisanja s obzirom na učiteljski staž. Najčešće poteškoće učitelja u vrednovanju pisanja su brojčano ocjenjivanje učeničkih pisanih radova, određivanje jasnih i preciznih elemenata i kriterija vrednovanja te potreba ulaganja mnogo vremena za vrednovanje. Za osobno usavršavanje u kontekstu vrednovanja pisanja učitelji najviše predlažu razne oblike edukacija dok za unaprjeđenje vrednovanja pisanja na nacionalnoj razini predlažu izradu jedinstvenih elemenata i kriterija vrednovanja te ukidanje brojčanoga ocjenjivanja pisanja. Ukazuje se na potrebu usavršavanja učitelja radi provedbe kvalitetnoga kriterijskoga vrednovanja pisanja te na mogućnosti unaprjeđenja vrednovanja pisanja na nacionalnoj razini.
Abstract (english) In all phases of teaching creative writing activity, continuous evaluation of student writing is essential, which includes assessing the achieved level of student writing success based on different ways of correcting student writing. Evaluating writing provides feedback to teachers, students, and parents on student progress and success in writing, as well as guidelines for creating further learning and improving the quality of writing.
The aim of the research was to investigate teacher's attitudes towards the evaluation of writing, whether there are differences in these attitudes with regard to age, level of education, teaching experience and number of students in the classroom and to investigate teachers' opinions on implementing and improving writing evaluation. The research was conducted by a survey method using an online questionnaire. The research sample consists of 57 primary school teachers from Karlovac and Primorje-Gorski Kotar counties. The results of the research show that teachers believe that it is necessary to conduct a criterion and analytical evaluation of writing, and that the feedback obtained by evaluating writing is useful and stimulating for students and teachers. But teachers also have a mediocre attitude about numerical assessment as an indicator of actual student skills and progress in writing. Differences in teachers' attitudes towards the evaluation of writing with regard to age, level of education and number of students in the classroom were determined, but no differences were found in attitudes towards the evaluation of writing with regard to teaching experience. The most common difficulties of teachers in the evaluation of writing are the numerical evaluation of students' written works, the determination of clear and precise elements and evaluation criteria, and the need to invest a lot of time in evaluation. For personal development in the context of writing evaluation, teachers mostly suggest various forms of education, while to improve writing evaluation at the national level, they suggest the development of unique elements and evaluation criteria and the abolition of numerical assessment of writing. The need for teacher training in order to implement a quality criterion evaluation of writing is pointed out, as well as the possibility of improving the evaluation of writing at the national level.
Keywords
vrednovanje
pisanje
učitelj
Hrvatski jezik
Keywords (english)
evaluation
writing
teacher
Croatian language
Language croatian
URN:NBN urn:nbn:hr:189:133845
Study programme Title: Integrated graduate and graduate study of Primary School Education Study programme type: university Study level: integrated undergraduate and graduate Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
Type of resource Text
File origin Born digital
Access conditions Open access
Terms of use
Created on 2021-06-28 06:33:22