prikaz prve stranice dokumenta Pre-service EL Teachers' Awareness of Assessment for/of/as Learning
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master's thesis
Pre-service EL Teachers' Awareness of Assessment for/of/as Learning
Zagreb: University of Zagreb, Faculty of Teacher Education, 2020. urn:nbn:hr:147:922710
Heged, Marija
University of Zagreb
Faculty of Teacher Education

Institutional repository: University of Zagreb Faculty of Teacher Education

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Heged, M. (2020). Pre-service EL Teachers' Awareness of Assessment for/of/as Learning (Master's thesis). Zagreb: University of Zagreb, Faculty of Teacher Education. Retrieved from https://urn.nsk.hr/urn:nbn:hr:147:922710

Heged, Marija. "Pre-service EL Teachers' Awareness of Assessment for/of/as Learning." Master's thesis, University of Zagreb, Faculty of Teacher Education, 2020. https://urn.nsk.hr/urn:nbn:hr:147:922710

Heged, Marija. "Pre-service EL Teachers' Awareness of Assessment for/of/as Learning." Master's thesis, University of Zagreb, Faculty of Teacher Education, 2020. https://urn.nsk.hr/urn:nbn:hr:147:922710

Heged, M. (2020). 'Pre-service EL Teachers' Awareness of Assessment for/of/as Learning', Master's thesis, University of Zagreb, Faculty of Teacher Education, accessed 27 December 2024, https://urn.nsk.hr/urn:nbn:hr:147:922710

Heged M. Pre-service EL Teachers' Awareness of Assessment for/of/as Learning [Master's thesis]. Zagreb: University of Zagreb, Faculty of Teacher Education; 2020 [cited 2024 December 27] Available at: https://urn.nsk.hr/urn:nbn:hr:147:922710

M. Heged, "Pre-service EL Teachers' Awareness of Assessment for/of/as Learning", Master's thesis, University of Zagreb, Faculty of Teacher Education, Zagreb, 2020. Available at: https://urn.nsk.hr/urn:nbn:hr:147:922710

Metadata
TitlePre-service EL Teachers' Awareness of Assessment for/of/as Learning
Title (croatian)Osviještenost budućih učitelja engleskog jezika o vrednovanju za učenje, vrednovanju kao učenje i vrednovanju naučenoga
AuthorMarija Heged
MentorIvana Cindrić (mentor)
Committee memberAlenka Mikulec (predsjednik povjerenstva)
Committee memberIvana Milković (član povjerenstva)
Committee memberIvana Cindrić (član povjerenstva)
GranterUniversity of Zagreb
Faculty of Teacher Education
Zagreb
Defense date and country2020-09-17, Croatia
Scientific / art field,
discipline and subdiscipline		HUMANISTIC SCIENCES
Philology
Anglistics
Scientific / art field,
discipline and subdiscipline		HUMANISTIC SCIENCES
Interdisciplinary Humanistic Studies
Teaching Methods in the Humanistic Sciences
Abstract
Over the past few years there has been a lot of talking about curricular reform of Croatian education system, which seeks to move past stagnation in Croatian education and to make necessary reforms, which will be discussed in the first part of this thesis. The changes mentioned should enter the area of assessment and enable more significant, efficient and frequent assessment of a student’s success and much-needed feedback of the student's level of knowledge with regard to the set outcomes. Given that the aim of this thesis is to examine the awareness of future English teachers of assessment for learning, assessment as learning, and assessment of learning, which are the approaches to assessment also present in the proposal of the new curricular reform from 2017, a research was conducted and the results are presented in the second part of this paper. Thus, the obtained results show that pre-service EFL teachers enrolled the Faculty of Teacher Education in Zagreb are mostly aware of these approaches to assessment. However, there is room for the students to explore in more depth the topic of assessment for/as/of learning and the curricular reform itself.
Abstract (croatian)
U hrvatskom školstvu posljednjih je godina aktualna kurikularna reforma u kojoj se nastoji odmaknuti od dosadašnje stagnacije u hrvatskom školstvu, krenuti ukorak s vremenom te napraviti nužne reforme o čemu će biti riječ u prvom dijelu ovoga rada. Spomenute promjene trebale bi ući i u samo područje vrednovanja i omogućiti značajniju, efikasniju i češću evaluaciju učeničkog uspjeha te prijeko potrebne povratne informacije o učenikovom stupnju znanja s obzirom na zadane ishode. S obzirom da je cilj ovoga diplomskog rada ispitati osviještenost budućih učitelja engleskog jezika o vrednovanju za učenje, vrednovanju kao učenje i vrednovanju naučenoga, o čemu je riječ i u samom prijedlogu nove kurikularne reforme iz 2017. godine, u svrhu ovoga diplomskog rada izvršeno je istraživanje čiji su rezultati prikazani u drugom dijelu ovoga rada. Tako se na temelju dobivenih rezultata pokazalo kako studenti koji pohađaju učiteljski studij s engleskim jezikom na Učiteljskom fakultetu u Zagrebu u velikoj mjeri osviješteni o navedenim pristupima vrednovanju, no ostavljen je prostor za dublje upoznavanje s navedenim pristupima, kao i kurikularnom reformom.
Keywords
Keywords (croatian)
Languageenglish
URN:NBNurn:nbn:hr:147:922710
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 Attribution-NonCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND 3.0) icon
Created on2021-03-03 12:54:01