Page 32 - Spodbujanje učinkovitega učenja: zbornik povzetkov strokovne konference
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da Cencič Spremljanje, preverjanje in ocenjevanje v slovenski osnovni šoli
Univerza na Primorskem za namen spodbujanja učenja učencev
majda.cencic@upr.si
Predstavili bomo pojem spremljanje in ga povezali z razvojem in s celostnim na-
Zbornik povzetkov strokovne predkom učencev na kognitivnem, konativnem, psiho-motoričnem in socialnem
konference Spodbujanje področju. Pojem preverjanje bomo navezali na Pravilnik o preverjanju in ocenje-
učinkovitega učenja, vanju znanja ter napredovanju učencev v osnovni šoli (2013), ki se usmerja le na
Koper, 26. avgust 2020 en vidik napredka in razvoja učence, in sicer, le na kognitivno področje ali na zna-
Abstracts of the Professional nje. Razmejili bomo pojem preverjanje od pojma ocenjevanje. Ocenjevanje ima
Conference Developing v slovenski pedagoški teoriji in praksi najdaljšo zgodovino, pa tudi lastno teorijo
Effective Learning, – dokimologijo. Tudi pojem ocenjevanje bomo pogledali z vidika Pravilnika, ki
Koper, 26 August 2020 smo ga že omenili, pa tudi z vidikov učiteljev, učencev in staršev. Menimo, da
spremljanje, ne glede na to, ali mu dodamo pridevnik formativno ali ne, najbolj
spodbuja učinkovito učenje učencev v smeri njihovega celostnega razvoja in na-
predka. Pri ocenjevanju znanja, ki se nanaša le na pretežno kognitivno dimenzijo,
pa bolj kot pedagoškomotivacijska funkcija v ospredje stopa kakšna druga funk-
cija ocenjevanja, npr. upravno-administrativna ali selektivna. Glede na razvoj pe-
dagoške prakse pa menimo, da bomo morali dopolniti tudi omenjeni Pravilnik in
vanj vključiti tudi spremljanje razvoja ter napredka učencev, saj to najbolj spod-
buja učinkovito učenje in s tem celostni razvoj ter napredek učencev.
Ključne besede: spremljanje, preverjanje, ocenjevanje, učenje, učenci
Monitoring, Testing, and Assessment in Slovenian Basic School
for the Purpose of Developing Effective Learning
We are going to introduce the concept of monitoring and relate it to the devel-
opment and overall progress of students in the cognitive, conative, psychomotor,
and social fields. The concept of testing will be related to the rules on the testing
and assessment of knowledge and promotion of pupils in basic school currently
in force (Pravilnik o preverjanju in ocenjevanju znanja ter napredovanju učencev
v osnovni šoli, 2013), which focus only on one aspect of pupils’ progress and devel-
opment, namely on the cognitive area, on knowledge. We will separate the con-
cept of testing from the concept of assessment. In Slovenian educational theory,
assessment has the longest tradition, but also the longest theory – docimology.
We will also have a closer look at the concept of assessment from the point of view
of the aforementioned Pravilnik o preverjanju in ocenjevanju znanja ter napre-
dovanju učencev v osnovni šoli (2013) as well as from the viewpoint of teachers,
pupils, and parents. We believe that monitoring-whether or not the adjective ‘for-
mative’ is added-most successfully encourages students to learn effectively in the
direction of their holistic development and progress. In the assessment of knowl-
edge that only relates to the predominantly cognitive dimension, however, some
other function of assessment (e.g. the administrative or selective) rather than the
pedagogical-motivational function steps to the foreground. In view of the devel-
opment of educational practice, we believe that the aforementioned rules (2013)
will have to be amended to also include monitoring of pupils’ development and
progress, as monitoring best promotes effective learning and thus the overall de-
velopment and progress of pupils.
Key words: monitoring, testing, assessment, learning, pupils
https://doi.org/10.26493/978-961-293-002-8.30 30
Univerza na Primorskem za namen spodbujanja učenja učencev
majda.cencic@upr.si
Predstavili bomo pojem spremljanje in ga povezali z razvojem in s celostnim na-
Zbornik povzetkov strokovne predkom učencev na kognitivnem, konativnem, psiho-motoričnem in socialnem
konference Spodbujanje področju. Pojem preverjanje bomo navezali na Pravilnik o preverjanju in ocenje-
učinkovitega učenja, vanju znanja ter napredovanju učencev v osnovni šoli (2013), ki se usmerja le na
Koper, 26. avgust 2020 en vidik napredka in razvoja učence, in sicer, le na kognitivno področje ali na zna-
Abstracts of the Professional nje. Razmejili bomo pojem preverjanje od pojma ocenjevanje. Ocenjevanje ima
Conference Developing v slovenski pedagoški teoriji in praksi najdaljšo zgodovino, pa tudi lastno teorijo
Effective Learning, – dokimologijo. Tudi pojem ocenjevanje bomo pogledali z vidika Pravilnika, ki
Koper, 26 August 2020 smo ga že omenili, pa tudi z vidikov učiteljev, učencev in staršev. Menimo, da
spremljanje, ne glede na to, ali mu dodamo pridevnik formativno ali ne, najbolj
spodbuja učinkovito učenje učencev v smeri njihovega celostnega razvoja in na-
predka. Pri ocenjevanju znanja, ki se nanaša le na pretežno kognitivno dimenzijo,
pa bolj kot pedagoškomotivacijska funkcija v ospredje stopa kakšna druga funk-
cija ocenjevanja, npr. upravno-administrativna ali selektivna. Glede na razvoj pe-
dagoške prakse pa menimo, da bomo morali dopolniti tudi omenjeni Pravilnik in
vanj vključiti tudi spremljanje razvoja ter napredka učencev, saj to najbolj spod-
buja učinkovito učenje in s tem celostni razvoj ter napredek učencev.
Ključne besede: spremljanje, preverjanje, ocenjevanje, učenje, učenci
Monitoring, Testing, and Assessment in Slovenian Basic School
for the Purpose of Developing Effective Learning
We are going to introduce the concept of monitoring and relate it to the devel-
opment and overall progress of students in the cognitive, conative, psychomotor,
and social fields. The concept of testing will be related to the rules on the testing
and assessment of knowledge and promotion of pupils in basic school currently
in force (Pravilnik o preverjanju in ocenjevanju znanja ter napredovanju učencev
v osnovni šoli, 2013), which focus only on one aspect of pupils’ progress and devel-
opment, namely on the cognitive area, on knowledge. We will separate the con-
cept of testing from the concept of assessment. In Slovenian educational theory,
assessment has the longest tradition, but also the longest theory – docimology.
We will also have a closer look at the concept of assessment from the point of view
of the aforementioned Pravilnik o preverjanju in ocenjevanju znanja ter napre-
dovanju učencev v osnovni šoli (2013) as well as from the viewpoint of teachers,
pupils, and parents. We believe that monitoring-whether or not the adjective ‘for-
mative’ is added-most successfully encourages students to learn effectively in the
direction of their holistic development and progress. In the assessment of knowl-
edge that only relates to the predominantly cognitive dimension, however, some
other function of assessment (e.g. the administrative or selective) rather than the
pedagogical-motivational function steps to the foreground. In view of the devel-
opment of educational practice, we believe that the aforementioned rules (2013)
will have to be amended to also include monitoring of pupils’ development and
progress, as monitoring best promotes effective learning and thus the overall de-
velopment and progress of pupils.
Key words: monitoring, testing, assessment, learning, pupils
https://doi.org/10.26493/978-961-293-002-8.30 30
