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eja Tomažič Dokažem svoje znanje: formativno spremljanje
Osnovna šola Vojke Šmuc Izola
mateja.tomazic1@guest.arnes.si Razredni učitelji ob poučevanju v 1. in 2. triletju učence želimo spodbuditi k aktivni
vlogi pri pouku, jih hkrati učiti odgovornosti, samostojnosti in kritičnega mišlje-
Zbornik povzetkov strokovne nja z modelom formativnega spremljanja. Formativno spremljanje je preizkušen
konference Spodbujanje model poučevanja, ki se začne s preverjanjem predznanja učenca in gradi na ja-
učinkovitega učenja, snem razumevanju načrtovanih ciljev. Slednje je učencem potrebno razložiti v
Koper, 26. avgust 2020 njim razumljivem jeziku, jih zanje osmisliti in jim obenem dati možnost, da sami
Abstracts of the Professional predlagajo načine, kako bi cilje dosegli. Iz nabora možnih aktivnosti učitelj izbere
Conference Developing tiste, ki bodo učencem ponujale karseda pestre in aktivne oblike učenja. Učinko-
Effective Learning, vite so oblike, ki so povezane z gibanjem in medsebojnim sodelovanjem otrok.
Koper, 26 August 2020 Upoštevanje učenčevih predlogov je do te stopnje dokaj enostavno. Problemi so
se pojavili pri preverjanju in ocenjevanju znanja, saj znanje večinoma preverjamo
po ustaljenih poteh. Tako je za učence ostajalo ključno vprašanje: »Kaj bo v te-
stu?« Vlogi učitelja in učenca sta se na ta način vrnili na nasprotna si pola. Rešitev
se nam je posvetila na enem od strokovnih pogovorov, v katerem so predlagali,
naj učenci sami povedo, kako bodo pokazali svoje znanje. Termin »kriteriji uspe-
šnosti« je dobil nov pomen. Dokazi uspešnosti so naloga učencev. Učenci so vlogo
hitro razumeli in povzeli, da morajo sami poiskati način, da dokažejo svoje znanje
oziroma usvojen cilj. Na tak način se znanje kaj hitro pokaže, bodisi kot povze-
manje že znanih primerov ali kot uporaba znanja pri reševanju novih nalog. Ta
način spremljanja in samoocenjevanja se je pokazal kot zelo učinkovit tudi v času
šolanja na daljavo, ki je prineslo velik izziv tudi na področje ocenjevanja.
Ključne besede: formativno spremljanje, dokazi znanja, samoocena
Knowledge Evaluation: Formative Assessment
I have been trying to encourage students from 1st to 6th grade to actively coop-
erate during class for a few years now, while at the same time I am determined to
teach them responsibility, independence and critical evaluation using the model
of formative assessment. Formative assessment represents a verified model of
teaching, which begins with the evaluations of existing knowledge and is based
on a clear understanding of the planned objectives. These objectives need to be
explained to students in a manner clear to them, while at the same time they need
to have a purpose. Children also need to be offered the possibility to propose their
own methods on how to achieve these objectives. From the selection of potential
activities the teacher chooses those which offer students a wide range of creative
and active methods of learning. The most effective methods are those connected
with movement as well as interaction and cooperation among children. Consider-
ing the children’s suggestions was quite simple at this level. Problems arose with
evaluations and tests when I still used traditional methods to assess their knowl-
edge. Therefore, the main question for the children remained the same: What will
the test consist of? The roles of the teacher and the student have returned to the
opposite poles. A solution arose at one of the professional discussions when a col-
league suggested that the students choose how they would like to be evaluated.
The term ‘success criteria’ gained a new meaning. Success evaluation has become
the students’ responsibility. Students have quickly understood and grasped the
task: they need to find their own method to prove their knowledge and the ob-
tained objective. With this method, the level of achieved knowledge is quite clear,
in summarising old knowledge as well as in conquering new tasks. This method of
mentoring and self-evaluating also proved to be extremely efficient during home
schooling, which brought a significant challenge in terms of assessment.
Key words: formative assessment, proof of knowledge, self-evaluation
https://doi.org/10.26493/978-961-293-002-8.35 35
Osnovna šola Vojke Šmuc Izola
mateja.tomazic1@guest.arnes.si Razredni učitelji ob poučevanju v 1. in 2. triletju učence želimo spodbuditi k aktivni
vlogi pri pouku, jih hkrati učiti odgovornosti, samostojnosti in kritičnega mišlje-
Zbornik povzetkov strokovne nja z modelom formativnega spremljanja. Formativno spremljanje je preizkušen
konference Spodbujanje model poučevanja, ki se začne s preverjanjem predznanja učenca in gradi na ja-
učinkovitega učenja, snem razumevanju načrtovanih ciljev. Slednje je učencem potrebno razložiti v
Koper, 26. avgust 2020 njim razumljivem jeziku, jih zanje osmisliti in jim obenem dati možnost, da sami
Abstracts of the Professional predlagajo načine, kako bi cilje dosegli. Iz nabora možnih aktivnosti učitelj izbere
Conference Developing tiste, ki bodo učencem ponujale karseda pestre in aktivne oblike učenja. Učinko-
Effective Learning, vite so oblike, ki so povezane z gibanjem in medsebojnim sodelovanjem otrok.
Koper, 26 August 2020 Upoštevanje učenčevih predlogov je do te stopnje dokaj enostavno. Problemi so
se pojavili pri preverjanju in ocenjevanju znanja, saj znanje večinoma preverjamo
po ustaljenih poteh. Tako je za učence ostajalo ključno vprašanje: »Kaj bo v te-
stu?« Vlogi učitelja in učenca sta se na ta način vrnili na nasprotna si pola. Rešitev
se nam je posvetila na enem od strokovnih pogovorov, v katerem so predlagali,
naj učenci sami povedo, kako bodo pokazali svoje znanje. Termin »kriteriji uspe-
šnosti« je dobil nov pomen. Dokazi uspešnosti so naloga učencev. Učenci so vlogo
hitro razumeli in povzeli, da morajo sami poiskati način, da dokažejo svoje znanje
oziroma usvojen cilj. Na tak način se znanje kaj hitro pokaže, bodisi kot povze-
manje že znanih primerov ali kot uporaba znanja pri reševanju novih nalog. Ta
način spremljanja in samoocenjevanja se je pokazal kot zelo učinkovit tudi v času
šolanja na daljavo, ki je prineslo velik izziv tudi na področje ocenjevanja.
Ključne besede: formativno spremljanje, dokazi znanja, samoocena
Knowledge Evaluation: Formative Assessment
I have been trying to encourage students from 1st to 6th grade to actively coop-
erate during class for a few years now, while at the same time I am determined to
teach them responsibility, independence and critical evaluation using the model
of formative assessment. Formative assessment represents a verified model of
teaching, which begins with the evaluations of existing knowledge and is based
on a clear understanding of the planned objectives. These objectives need to be
explained to students in a manner clear to them, while at the same time they need
to have a purpose. Children also need to be offered the possibility to propose their
own methods on how to achieve these objectives. From the selection of potential
activities the teacher chooses those which offer students a wide range of creative
and active methods of learning. The most effective methods are those connected
with movement as well as interaction and cooperation among children. Consider-
ing the children’s suggestions was quite simple at this level. Problems arose with
evaluations and tests when I still used traditional methods to assess their knowl-
edge. Therefore, the main question for the children remained the same: What will
the test consist of? The roles of the teacher and the student have returned to the
opposite poles. A solution arose at one of the professional discussions when a col-
league suggested that the students choose how they would like to be evaluated.
The term ‘success criteria’ gained a new meaning. Success evaluation has become
the students’ responsibility. Students have quickly understood and grasped the
task: they need to find their own method to prove their knowledge and the ob-
tained objective. With this method, the level of achieved knowledge is quite clear,
in summarising old knowledge as well as in conquering new tasks. This method of
mentoring and self-evaluating also proved to be extremely efficient during home
schooling, which brought a significant challenge in terms of assessment.
Key words: formative assessment, proof of knowledge, self-evaluation
https://doi.org/10.26493/978-961-293-002-8.35 35
