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master's thesis
Vrednovanje kao učenje u primarnom obrazovanju
Zagreb: University of Zagreb, Faculty of Teacher Education, 2020. urn:nbn:hr:147:739626
Matijaščić, Ana
University of Zagreb
Faculty of Teacher Education

Institutional repository: University of Zagreb Faculty of Teacher Education

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Matijaščić, A. (2020). Vrednovanje kao učenje u primarnom obrazovanju (Master's thesis). Zagreb: University of Zagreb, Faculty of Teacher Education. Retrieved from https://urn.nsk.hr/urn:nbn:hr:147:739626

Matijaščić, Ana. "Vrednovanje kao učenje u primarnom obrazovanju." Master's thesis, University of Zagreb, Faculty of Teacher Education, 2020. https://urn.nsk.hr/urn:nbn:hr:147:739626

Matijaščić, Ana. "Vrednovanje kao učenje u primarnom obrazovanju." Master's thesis, University of Zagreb, Faculty of Teacher Education, 2020. https://urn.nsk.hr/urn:nbn:hr:147:739626

Matijaščić, A. (2020). 'Vrednovanje kao učenje u primarnom obrazovanju', Master's thesis, University of Zagreb, Faculty of Teacher Education, accessed 22 March 2025, https://urn.nsk.hr/urn:nbn:hr:147:739626

Matijaščić A. Vrednovanje kao učenje u primarnom obrazovanju [Master's thesis]. Zagreb: University of Zagreb, Faculty of Teacher Education; 2020 [cited 2025 March 22] Available at: https://urn.nsk.hr/urn:nbn:hr:147:739626

A. Matijaščić, "Vrednovanje kao učenje u primarnom obrazovanju", Master's thesis, University of Zagreb, Faculty of Teacher Education, Zagreb, 2020. Available at: https://urn.nsk.hr/urn:nbn:hr:147:739626

Metadata
TitleVrednovanje kao učenje u primarnom obrazovanju
Title (english)Assesment as learning in primary education
AuthorAna Matijaščić
MentorVišnja Rajić (mentor)
Committee memberAlena Letina (predsjednik povjerenstva)
Committee memberSanja Canjek Androić (član povjerenstva)
Committee memberVišnja Rajić (član povjerenstva)
GranterUniversity of Zagreb
Faculty of Teacher Education
Zagreb
Defense date and country2020-09-22, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Pedagogy
School Pedagogy
Abstract
Vrednovanje, provjeravanje, praćenje i ocjenjivanje je neizostavan dio obrazovanja. Vrednovanje je sustavno prikupljanje podataka u procesu učenja i postignutoj razini ostvarenosti odgojno – obrazovnih ishoda, kompetencijama, znanjima, vještinama, sposobnostima, samostalnosti i odgovornosti prema radu u skladu s unaprijed definiranim i prihvaćenim metodama i elementima. Vrednovanje obuhvaća tri pristupa vrednovanju: vrednovanje za učenje, vrednovanje kao učenje i vrednovanje naučenog. Vrednovanje kao učenje ili samovrednovanje podrazumijeva aktivno uključivanje učenika u vrednovanje. Uz samovrednovanje često dolazi mapa učeničkih radova koja prati rad učenika i njegov napredak. Cilj ovog istraživanja je utvrditi mišljenje studenata Učiteljskog fakulteta Sveučilišta u Zagrebu o samovrednovanju i mapi učeničkih radova u primarnom obrazovanju. U istraživanju je sudjelovalo 56 studenata Učiteljskog fakulteta koji su završili 3. , 4. i 5. godinu studija. U rezultatima je pokazano kako su studenti (41,1%) vrlo dobro upoznati terminima samovrednovanje i mapa učeničkih radova. Čak 89,3% studenta smatra kako bi svi predmeti u nastavi trebali biti uključeni proces samovrednovanja. Utvrđena je središnja vrijednost svih godina studija (4, 36) te ona ukazuje kako studenti smatraju da je samovrednovanje i mapa učeničkih radova ključna za napredak učenika.
Abstract (english)
Assessment, examination, monitoring and evaluation are an integral part of education. Assessment is a systematic collection of data in the learning process and the accomplished level of achievement of educational outcomes, competencies, knowledge, skills, abilities and responsibility towards work in accordance with predefined and accepted methods and elements. Assessment encompasses three approaches to assessment: assessment for learning, assessment as learning, assessment of learning. Assessment for learning or self-assessment implies the active involvement of students in assessment. Self-assessment often includes a portfolio, which shows a student’s work and progress. This research aims to determine the opinion of students of the Faculty of Teacher Education, University of Zagreb, on self-assessment and portfolios in primary education. The study involved 56 students from the Faculty of Teacher Education who have completed the 3rd, 4th and 5th year of study. The results showed that 41, 1% of students are very familiar with the terms self-assessment and portfolio. Furthermore, 89, 3% of students believe that all school subjects should be included in the self-assessment process. The central tendency of all years of study was 4,36, which indicates that self-assessment and portfolio are considered crucial for student’s progress.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:147:739626
Study programmeTitle: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language
Study programme type: university
Study level: integrated undergraduate and graduate
Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
Type of resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2021-03-01 11:01:05