Razlika u mišljenjima učitelja i budućih učitelja o opisnom ocjenjivanju u razrednoj nastavi

master's thesis

• Title (english): The Difference In Opinions On Descriptive Grading Among Teachers And Future Teachers In Early
• Author: Lara Lisjak
• Mentor: Goran Lapat (mentor)
• Committee member: Goran Lapat (predsjednik povjerenstva)
• Committee member: Tomislav Topolovčan (član povjerenstva)
• Committee member: Adrijana Višnjić-Jevtić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; (Chair of Pedagogy and Didactics); Zagreb
• Defense date and country: 2020-09-11, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Didactics

Abstract

Odgojno-obrazovni proces neizostavan je dio života svakog pojedinca. Već od najranijeg djetinjstva svaka osoba ulazi u sustav obrazovanja koji ima velik utjecaj na njeno sazrijevanje i razvoj osobnosti. Jedna od najvažnijih sastavnica odgoja i obrazovanja jest ocjenjivanje. Iako postoji mnogo različitih modela ocjenjivanja, u ovom će se diplomskom radu spominjati dva najčešća modela: opisno i brojčano ocjenjivanje. U diplomskom radu istražit će se postoje li razlike u mišljenjima učitelja/ica i budućih učitelja/ica (studenata/ica) o opisnom ocjenjivanju u razrednoj nastavi. Rad je podijeljen na dva djela: teorijski i empirijski dio. U teorijskom djelu ukratko će biti predstavljena znanstvena disciplina školska dokimologija i pobliže objašnjena terminologija koja je vezana uz to znanstveno područje. Također, bit će prikazano ocjenjivanje kao neizostavan dio školske prakse, svrha i funkcija ocjenjivanja u obrazovanju, ljestvica školskih ocjena te moguće pogreške do kojih dolazi pri ocjenjivanju. Bit će objašnjen pojam opisnog ocjenjivanja te neke karakteristike istog. U empirijskom djelu bit će prezentirani rezultati istraživanja u kojem su uzorak ispitanika činili učitelji/ce i budući učitelji/ce (studenti/ce). Globalni cilj istraživanja bio je utvrditi razlikuju li se mišljenja ispitanika s obzirom na zanimanje (učitelj/ica, budući učitelj/ica) te s obzirom na godine radnog staža, o opisnom ocjenjivanju u razrednoj nastavi. Osim općenitog mišljenja o opisnom ocjenjivanju u razrednoj nastavi, ispitanici su izrazili svoja mišljenja o objektivnosti opisnog ocjenjivanja o utjecaju, odnosno, djelovanju opisne ocjene na učenika te o odabiru modela ocjenjivanja u razrednoj nastavi. Rezultati istraživanja potvrdili su hipotezu koja tvrdi da postoji statistički značajna razlika u mišljenjima učitelja/ica i budućih učitelja/ica o opisnom ocjenjivanju u razrednoj nastavi.

Abstract (english)

The educational process is an inevitable part of every individual's life. Starting from the earliest childhood, each person enters the education system, which has a large impact on their development and personality development. One of the most important components of education is evaluation. Even though there are numerous different grading systems, this thesis will examine the two most prevalent models: descriptive and numerical grading. The thesis will also explore whether the opinions of teachers and future teachers (current students) differ when it comes to descriptive grading in early elementary education. The thesis is divided into two parts: the theoretical part and the empirical part. The theoretical part contains a brief overview of school docimology as a scientific discipline as well as a detailed explanation of the terminology related to that scientific field. Furthermore, it also deals with grading as an inevitable part of the school practice, the purpose and fuction of grading in education, the scale of schol grades and some possible errors that can occur in grading. It explains the term 'descriptive grading' and some of its characteristics. The empirical part presents the results of a research carried out with teachers and future teachers (current students). The global aim of the research was to determine whether the opinions of the subjects differ with regard to the occupation (teacher, future teacher) and to the years of work experience on descriptive grading in early elementary education. Apart from the general opinion on descriptive grading in early elementary education, the subjects expressed their opinions on the objectivity of descriptive grading, effect of a descriptive grade on the pupil, and choice of the grading model in early elementary education. The results of the research confirmed the hypothesis that there is a statistically significant difference between the opinions of teachers and future teachers on descriptive grading in early elementary education.

• Keywords: brojčano ocjenjivanje; objektivnost; opisno ocjenjivanje; školska dokimologija
• Keywords (english): numerical grading; objectivity; descriptive grading; school docimology
• Language: croatian
• URN:NBN: urn:nbn:hr:147:189476
• 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: Open access
• Created on: 2020-10-12 08:13:20