| Abstract | Rad istražuje stavove nastavnika osnovnih i srednjih škola o procesima provjeravanja i ocjenjivanja učeničkih znanja i sposobnosti. Uvodni dio rada fokusira se na ključne teorijske postavke vezane uz vrednovanje u nastavi, naglašavajući razlike između praćenja, provjeravanja, ocjenjivanja i vrednovanja učeničkih postignuća. Istražuju se različite metode provjeravanja te svrha i funkcija ocjenjivanja u nastavnom procesu, uz analizu prednosti i nedostataka pojedinih metoda provjere i najčešćih pogrešaka u ocjenjivačkoj praksi. Istraživanje je provedeno na uzorku osnovnoškolskih i srednjoškolskih nastavnika na području grada Dubrovnika (N=131). U istraživanju se koristilo metodom anketiranja i procjenjivanja, a instrument je kombinacija ankete i ljestvice procjene. Cilj je bio ispitati i analizirati izazove u provjeravanju i ocjenjivanju poput subjektivnosti nastavnika, nedostatka dosljednosti u kriterijima i transparentnosti postupaka ocjenjivanja. Statistička analiza rezultata, uključujući aritmetičke sredine, t-test i Pearsonovu korelaciju, pokazala je da većina nastavnika smatra kako ocjene nisu objektivno mjerilo znanja i sposobnosti učenika. Pisane i usmene provjere najčešće su korištene metode. Rezultati pokazuju značajne razlike između stavova osnovnoškolskih i srednjoškolskih nastavnika, osobito u pogledu najobjektivnijih i najčešće korištenih oblika provjere. Transparentnost ocjenjivanja ispitivana je pomoću t-testa, koji je otkrio statistički značajne razlike u odgovorima između nastavnika osnovnih i srednjih škola. Pearsonova korelacija pokazala je značajne povezanosti između godina radnog staža i stavova o ocjenjivanju. Zaključak rada naglašava potrebu za većom transparentnošću i jasnije definiranim kriterijima ocjenjivanja, što bi moglo poboljšati percepciju pravednosti u ocjenjivanju. Pored navedenog, predlažu se usavršavanja nastavnika iz područja didaktike, metodike i dokimologije kao i učestalija primjena formativnih metoda koje bi pomogle učenicima da bolje razumiju svoje obrazovne ciljeve i postignuća. |
| Abstract (english) | This thesis explores the perspectives of primary and secondary school teachers on the processes of assessing and grading students' knowledge and abilities. The introductory section provides an in-depth overview of key theoretical frameworks related to educational evaluation, distinguishing between monitoring, assessing, grading, and evaluating student performance. It analyses various assessment methods, along with the purpose and function of grading, considering the advantages and disadvantages of specific assessment methods, as well as the most prevalent errors in assessment practices. The research was conducted on a sample of 131 primary and secondary school teachers from the city of Dubrovnik, utilizing a combination of a questionnaire and a psychometric scale. The study aimed to investigate key challenges in assessment and grading, such as teacher subjectivity, inconsistencies in grading criteria, and transparency in the assessment process. Statistical analyses, including arithmetic means, t-tests, and Pearson’s correlation, indicated that the majority of teachers perceive grades as inadequate indicators of students' actual knowledge and abilities. Written and oral assessments emerged as the most frequently employed methods. Significant differences were observed between primary and secondary school teachers’ views, particularly concerning the objectivity and frequency of specific assessment methods. The transparency of grading was further examined through ttest, revealing statistically significant differences between the responses of primary and secondary school teachers. Pearson’s correlation analysis revealed a significant relationship between teachers' years of experience, the type of school they work in (primary or secondary), and their views on assessment and grading practices. The findings underscore the necessity for enhanced transparency and the development of clearer grading criteria to improve perceptions of fairness in the grading process. Furthermore, the study advocates for continuous professional development for teachers in the areas of didactics, methodology, and docimology, alongside the increased use of formative assessment techniques to promote a deeper understanding of educational goals and learning outcomes among students. |
