Vrednovanje u materinskom jeziku u alternativnim školama

master's thesis

• Title (english): Assessment in Mother Tongue in Alternative Schools
• Author: Kristina Dolinar
• Mentor: Martina Kolar Billege (mentor)
• Committee member: Martina Kolar Billege (predsjednik povjerenstva)
• Committee member: Vesna Budinski (član povjerenstva)
• Committee member: Tamara Jurkić-Sviben (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2017-07-10, Croatia
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Interdisciplinary Humanistic Studies; Teaching Methods in the Humanistic Sciences
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Didactics

Abstract

Vrednovanje je neizostavan dio nastavnog procesa kojem su učenici svakodnevno izloženi. U području odgoja i obrazovanja vrlo je važno pratiti, provjeravati i ocjenjivati učenika kako bi na temelju povratnih informacija učitelji imali mogućnost uvida u usvojenost odgojno–obrazovnih ishoda i uvjeta, kao i različitih čimbenika koji utječu na kvalitetu odgoja i obrazovanja. Kako bi vrednovanje učeničkih postignuća bilo organizirano i svrhovito, na samom je početku od iznimne važnosti konkretno odrediti koje će se kompetencije (znanja, vještine, sposobnosti) vrednovati. Svrha ovog rada bila je prikazati temeljne elemente/sastavnice postupka vrednovanja u hrvatskom/materinskom jeziku u alternativnim školama. U obzir su uzete Montessori i Waldorf metode poučavanja nastavnog predmeta Hrvatski jezik. Istraživački dio rada odnosi se na intervjuiranje učiteljice Osnovne Montessori škole „Barunice Dedee Vranyczany“ i učiteljice Waldorfske škole u Zagrebu. Podaci i informacije pribavljene intervjuima bile su temelj za uspoređivanje i analizu procesa vrednovanja u materinskom jeziku tijekom primarnog obrazovanja u objema školama. Analizom intervjua (prema: Milas, 2009) utvrđene su razlike između navedenih metoda koje se temelje na načinima i postupcima vrednovanja materinskog jezika, vrsti ocjenjivanja i načinu poučavanja istog. Na temelju rezultata istraživanja zaključeno je kako učitelji Montessori škole učenika vrednuju brojčanom ocjenom ili koriste kombinaciju opisne i brojčane ocjene, dok učitelji Waldorfske škole učenike tijekom primarnog obrazovanja vrednuju samo opisnom ocjenom. U objema navedenim školama naglašeno je poticanje učenika na samovrednovanje i praćenje vlastita napretka.

Abstract (english)

Assessment is an essential part of the teaching process to which students are exposed on daily basis. In the field of education it is extremely important to observe, assess and grade a student so that the feedback would provide teachers with in insight into the acquisition of educational outcomes as well as insights into the different factors that influence the quality of the education process. In order to make the assessment of student achievements organized and purposeful, it is extremely important to specify from the very beginning which competences (knowledge, skills, abilities) will be assessed. The purpose of this thesis was to illustrate the fundamental elements of the assessment process in teaching the mother tongue in alternative schools. Included into account are the Montessori and Waldorf methods of teaching Croatian language as a school subject. The research part of the thesis was done through interviews with teachers from the Montessori elementary school “Baroness Dedee Vranyczany“ and Waldorf School Zagreb. The information and particulars acquired through the interviews were the basis for the comparative analysis of the assessment process in teaching mother tongue during elementary education in both schools. The differences between school methods, based on procedures and evaluation criteria, types of grading and teaching methods, were established during the analysis of the interviews (according to: Milas, 2009). Based on the research results it has been determined that the Montessori teachers assess a student by using a numerical grade or a combination of numerical and descriptive grades, while the Waldorf school teachers use only descriptive grades for the assessment at elementary level education. Both schools encourage their students to self-assess and follow their own progress.

• Keywords: vrednovanje; primarno obrazovanje; hrvatski/materinski jezik; Montessori i Waldorf alternativne škole
• Keywords (english): assessment; elementary education; Croatian language/mother tongue; Montessori and Waldorf alternative schools
• Language: croatian
• URN:NBN: urn:nbn:hr:147:875023
• Study programme: Title: 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 resource: Text
• File origin: Born digital
• Access conditions: Access restricted to students and staff of home institution
• Created on: 2019-05-10 13:49:51