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master's thesis
Formativno vrednovanje u nastavi Prirode i društva
Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences, 2021. urn:nbn:hr:131:824540
Đurinić, Amadea
University of Zagreb
Faculty of Humanities and Social Sciences
Department of Pedagogy

Institutional repository: ODRAZ

Cite this document

Đurinić, A. (2021). Formativno vrednovanje u nastavi Prirode i društva (Master's thesis). Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:131:824540

Đurinić, Amadea. "Formativno vrednovanje u nastavi Prirode i društva." Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, 2021. https://urn.nsk.hr/urn:nbn:hr:131:824540

Đurinić, Amadea. "Formativno vrednovanje u nastavi Prirode i društva." Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, 2021. https://urn.nsk.hr/urn:nbn:hr:131:824540

Đurinić, A. (2021). 'Formativno vrednovanje u nastavi Prirode i društva', Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, accessed 25 November 2024, https://urn.nsk.hr/urn:nbn:hr:131:824540

Đurinić A. Formativno vrednovanje u nastavi Prirode i društva [Master's thesis]. Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences; 2021 [cited 2024 November 25] Available at: https://urn.nsk.hr/urn:nbn:hr:131:824540

A. Đurinić, "Formativno vrednovanje u nastavi Prirode i društva", Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, Zagreb, 2021. Available at: https://urn.nsk.hr/urn:nbn:hr:131:824540

Metadata
TitleFormativno vrednovanje u nastavi Prirode i društva
Title (english)Formative assessment in Science and Social Studies Teaching
AuthorAmadea Đurinić
MentorAnte Kolak (mentor)
Committee memberIvan Markić (predsjednik povjerenstva)
Committee memberZoran Horvat (član povjerenstva)
GranterUniversity of Zagreb
Faculty of Humanities and Social Sciences
(Department of Pedagogy)
Zagreb
Defense date and country2021-07-19, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Pedagogy
School Pedagogy
Abstract
Vrednovanje kao sustavno prikupljanje podataka (mjerenje učinaka) neizostavan je dio odgoja i obrazovanja. U suvremenom se pristupu fokus stavlja na provođenje formativnog vrednovanja koje je integrirano u proces učenja i poučavanja, naglašavajući proces učenja i cjeloviti razvoj učenika; ne rezultira ocjenom već kvalitetnom povratnom informacijom. Omogućuje aktivno uključivanje učenika (i učitelja kao mentora) u njegovu realizaciju (putem samovrednovanja i vršnjačkog vrednovanja) te korištenje raznovrsnih tehnika. Realizira se u dva oblika: vrednovanje za učenje i vrednovanje kao učenje, a ima brojne koristi za učitelje, učenike i njihove roditelje. U empirijskom dijelu rada opisuje se provedba anketnog istraživanja u kojem su ispitani stavovi 128 učenika 4. razreda sedam zagrebačkih osnovnih škola o procesima samovrednovanja i vršnjačkog vrednovanja te zadovoljstvu primjenjivanim tehnikama formativnog vrednovanja u nastavi Prirode i društva. Rezultati su pokazali pozitivne stavove učenika prema procesima samovrednovanja i vršnjačkog vrednovanja te manjak uviđanja potencijala vršnjačkog vrednovanja za pomoć pri učenju. Također su pokazali veću ili manju korisnost provedbe pojedinih tehnika formativnog vrednovanja.
Abstract (english)
Assessment as a systematic collection of data (measuring effects) is an indispensable part of education. In the modern approach, the focus is on implementation of formative assessment that is integrated into the learning and teaching process, emphasizing the learning process and the overall development of students; does not result in grades but quality feedback. It enables the active involvement of students (and teachers as mentors) in its realization (through self- and peer assessment) and the use of various techniques. It is realized in two forms: assessment for learning and assessment as learning and it has numerous benefits for teachers, students, and their parents. The empirical part of the paper describes the implementation of a survey that examined the attitudes of 128 4th grade students from seven Zagreb primary schools on processes of self- and peer assessment and satisfaction with applied techniques of formative assessment in Science and Social Studies teaching. The results showed positive attitudes of students towards the processes of self- and peer assessment and a lack of recognition of the potential of peer assessment for learning. They also showed greater or lesser usefulness of certain techniques of formative assessment.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:131:824540
Study programmeTitle: Pedagogy (single major)
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra pedagogije (magistar/magistra pedagogije)
Type of resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2021-07-21 06:55:35