Različiti pristup ocjenjivanju pismenog rada (sastavka)

master's thesis

• Title (english): Different Approaches Teachers take when Grading Written Work
• Author: Lana Đurđek
• Mentor: Katarina Aladrović Slovaček (mentor)
• Committee member: Jelena Vignjević (predsjednik povjerenstva)
• Committee member: Maša Rimac Jurinović (član povjerenstva)
• Committee member: Katarina Aladrović Slovaček (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; (Chair of Croatian Language and Literature, Drama and Media Education); Zagreb
• Defense date and country: 2019-09-16, 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

Sve četiri jezične djelatnosti razvijaju se postepeno, slušanje i govorenje razvijaju se i prije samoga polaska u školu, dok su čitanje i pisanje složenije jezične djelatnosti koje se razvijaju u školskoj dobi. Čitanje i pisanje su kao jezične djelatnosti osobito povezane na početku njihova učenja, kada se uče paralelno i međusobno se isprepliću (Pavličević-Franić, 2005). Ocjenjivanje ovih dviju jezičnih djelatnosti specifično je i nailazi na brojna pitanja od kojih će se u ovome radu istaknuti pitanja vezana uz ocjenjivanje pismenih radova (sastavaka) učenika mlađe školske dobi. Ovaj rad bavi se istraživanjem različitih pristupa ocjenjivanju pismenih radova (sastavaka) te je u njegovu svrhu provedeno istraživanje u pet osnovnih škola grada Zagreba. Cilj ovoga istraživanja bio je ispitati različite pristupe ocjenjivanju pismenih radova učitelja razredne nastave. Istraživanje je provedeno uz pomoć anketnog upitnika u kojem su učitelji odgovarali na zadana pitanja vezana uz ocjenjivanje sastavaka te pomoću tri sastavka koje su učitelji trebali ispraviti i vrednovati prema vlastitim kriterijima. Rezultati istraživanja pokazuju da zaista postoje različiti načini, odnosno kriteriji po kojima učitelji ocjenjuju pismene radove (sastavke) i ukazuju na problem nestandardizacije ocjenjivanja učeničkih sastavaka. 52,3 % ispitanika izjavilo je kako sastavke svojih učenika ocjenjuje jednom ocjenom, a njih 65,9 % u upitniku je zaokružilo kako uz brojčanu ocjenu daje i kratak komentar, no kod ocjenjivanja sastavaka taj se podatak nije potvrdio. Upravo ocjene koje su učitelji dali za sastavke možda i najbolje opisuju koliko su različiti kriteriji ocjenjivanja pa tako za jedan od sastavaka ocjene variraju od ocjene dovoljan (2) do ocjene odličan (5). Rezultati istraživanja također pokazuju kako je mali postotak učitelja, 22,7 %, prošao neku vrstu edukacije o načinima i metodama ocjenjivanja pismenih radova učenika.

Abstract (english)

While all four language activities are developed gradually, speaking and listening develop prior to the commencement of elementary education, as opposed to more complex activities, reading and writing which are formed during the schooling period. Reading and writing are often intertwined (Pavličević-Franić, 2005), especially in the beginnings of study process, due to their parallel nature. Grading these two activities is very specific as it rises numerous questions. This paper focuses on grading lower-grade pupils’ written work, based on research that had been conducted in five elementary schools in Zagreb city area. The aim is to examine different approaches teachers take when grading the abovementioned work. Research methodology was based on poll questionnaire, which consisted of several questions regarding the grading systems and three written sample works that teachers who participated in the research had to evaluate applying their specific grading approach. Results have shown multitude of approaches and criteria teachers use to grade written works, which reveals the issue of non-standardized grading system. The majority of 52.3% of research subjects have stated that they evaluate their pupils’ written works using only number grade, while 65.9% writes short comment in addition to number grade. However, the latter was not confirmed in the results of the poll questionnaire (in part that consisted of grading three sample written works). Precisely the grading of the sample works shows the diversity in grading criteria, since grades varied from satisfactory (grade number equivalent of 2) to excellent (grade number equivalent of 5) for the same sample. Results also show that small percentage of teachers, only 22.7% had obtained some form of education relating to grading practices and methods.

• Keywords: hrvatski jezik; jezične djelatnosti; pisanje; ocjenjivanje; pismeni rad
• Keywords (english): Croatian language; language activities; writing; grading; written work
• Language: croatian
• URN:NBN: urn:nbn:hr:147:622637
• 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: 2020-11-05 13:27:44