Title Vrednovanje u primarnom obrazovanju u europskom kontekstu Title (english) Evaluation in primary education in the European context Author Antonela Janeš Mentor Irena Klasnić (mentor)Committee member Marina Đuranović (predsjednik povjerenstva)Committee member Tihana Kokanović (član povjerenstva)Committee member Irena Klasnić (član povjerenstva)Granter University of Zagreb Defense date and country 2024-09-02, Croatia Scientific / art field, SOCIAL SCIENCES Scientific / art field, SOCIAL SCIENCES Abstract Vrednovanje u obrazovanju ključni je element koji omogućuje procjenu učinkovitosti nastavnih metoda i napretka učenika. Cilj vrednovanja je prikupljanje, analiziranje i interpretacija informacija koje pomažu u donošenju informiranih odluka o učenju i poučavanju. Ovaj proces ne uključuje samo ocjenjivanje postignuća učenika već i pružanje kontinuirane povratne informacije koja može unaprijediti odgojno-obrazovni proces. Vrednovanje se može podijeliti na nekoliko osnovnih vrsta, uključujući formativno, sumativno i dijagnostičko vrednovanje. Formativno vrednovanje prati napredak učenika tijekom nastavnog procesa, omogućujući prilagodbu nastavnih metoda prema potrebama učenika. S druge strane, sumativno vrednovanje procjenjuje postignuća učenika na kraju odgojno-obrazovnog perioda putem završnih ispita ili ocjena. Dijagnostičko vrednovanje koristi se za identificiranje specifičnih potreba učenika prije početka usvajanja novog nastavnog sadržaja. Različite metode vrednovanja uključuju kvantitativne metode, poput standardiziranih testova i testova s višestrukim izborom, te kvalitativne metode, kao što su eseji, projekti i portfolio. Svaka od ovih metoda pruža jedinstveni uvid u učenikove sposobnosti i postignuća, omogućujući holistički pristup vrednovanju. Osnovni elementi vrednovanja uključuju jasno definirane ciljeve, transparentnost i pouzdanost, validnost, povratnu informaciju i prilagodljivost. Jasno definirani ciljevi osiguravaju da vrednovanje mjeri relevantne aspekte učenikovog znanja i vještina, dok transparentnost i pouzdanost osiguravaju dosljednost i ponovljivost rezultata. Validnost vrednovanja garantira da se mjeri ono što se namjerava mjeriti, dok kvalitetna povratna informacija pomaže učenicima razumjeti svoje snage i slabosti te usmjerava daljnje učenje. Ovaj diplomski rad uključuje sustave vrednovanja koji su određeni kurikulumom i prikazani su kroz primjere četiri različite države: Hrvatske, Slovenije, Finske i Njemačke. Cilj takvog pristupa, usporedbe i analize, jest prikazati prednosti i nedostatke svakog od navedenih obrazovnih sustava, te identificirati primjere dobre prakse koji bi mogli biti korisni za unapređenje obrazovnih politika u različitim okruženjima.
Abstract (english) Evaluation in education is a key element that enables the assessment of the effectiveness of teaching methods and student progress. The goal of evaluation is to collect, analyze and interpret information that helps in making informed decisions about learning and teaching. This process includes not only evaluating student achievement but also providing continuous feedback that can improve the educational process. Evaluation can be divided into several basic types, including formative, summative, and diagnostic evaluation. Formative evaluation monitors the progress of students during the teaching process, enabling the adaptation of teaching methods according to the needs of students. Summative evaluation, on the other hand, evaluates student achievements at the end of the educational period through final exams or grades. Diagnostic evaluation is used to identify the specific needs of students before starting to adopt new teaching content. Different assessment methods include quantitative methods, such as standardized and multiple-choice tests, and qualitative methods, such as essays, projects, and portfolios. Each of these methods provides a unique insight into a student's abilities and achievements, enabling a holistic approach to assessment. The basic elements of evaluation include clearly defined objectives, transparency and reliability, validity, feedback and adaptability. Clearly defined objectives ensure that assessment measures relevant aspects of student knowledge and skills, while transparency and reliability ensure consistency and repeatability of results. Assessment validity ensures that what is intended to be measured is measured, while quality feedback helps students understand their strengths and weaknesses and guides further learning. This graduation thesis includes evaluation systems that are determined by the curriculum and are presented through examples from four different countries: Croatia, Slovenia, Finland and Germany. The goal of such an approach, comparison and analysis, is to show the advantages and disadvantages of each of the mentioned educational systems, and to identify examples of good practice that could be useful for improving educational policies in different environments.
Keywords
vrednovanje
obrazovanje
odgoj
sustav
europske zemlje
Keywords (english)
evaluation
education
upbringing
system
European countries
Language croatian URN:NBN urn:nbn:hr:147:137589 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 Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2024-10-02 11:18:55
