Assessment as students see it
Ocenjivanje iz perspektive učenika
Апстракт
Assessment is an integral, unavoidable part of the educational process and a particularly sensitive segment of the teaching practice. The aim of our research was to find out and analyze the opinions of students on assessment and their teachers in the context of assessment. The research included 200 elementary school students and 200 grammar-school students. The questionnaire comprised three thematic groups of questions (the students' perception of the teacher's acts in the process of assessment; identification of the students' preferred forms of assessment and their reactions to grades, and desired and undesired characteristics of teachers regarding assessment). Based on our findings, it can be concluded that the students think: that their teachers have different assessment criteria; that most teachers apply lower criteria when assessing lower achievers; that they apply grades as disciplinary measures, and are influenced by a student's achievements in other subjects. The grade is a pow...erful motivator for the students' active participation in the teaching process, and they especially appreciate regular testing and objective assessment, while objecting both too strict and uneven criteria for assessment. The presented students' lists of desired and undesired characteristics of teachers in the context of assessment illustrate this.
Ocenjivanje je sastavni, neizbežni deo vaspitno-obrazovnog procesa i predstavlja posebno osetljiv segment nastavne prakse. Cilj našeg istraživanja bio je usmeren na utvrđivanje i analizu mišljenja učenika o ocenjivanju i nastavnicima u kontekstu ocenjivanja. Istraživanjem je obuhvaćeno 200 učenika osnovne škole i 200 učenika gimnazije. Pitanja su grupisana u tri tematske celine (učenikovo opažanje nastavničkih postupaka u procesu ocenjivanja; identifikovanje učenikovih preferiranih načina ocenjivanja i njihovih reakcija na ocenu i poželjne i nepoželjne karakteristike nastavnika u kontekstu ocenjivanja). Na osnovu naših nalaza može se zaključiti da učenici smatraju: da nastavnici imaju različite kriterijume ocenjivanja, da većina nastavnika ima blaži kriterijum u ocenjivanju slabijih učenika, da primenjuje ocenu kao disciplinsku meru i da se pri ocenjivanju rukovode ocenama učenika iz drugih nastavnih predmeta. Ocena predstavlja snažan motivator aktivnijeg angažovanja učenika u nastavi,... u kojoj učenici kod nastavnika posebno cene redovno proveravanje i objektivno ocenjivanje, a zameraju preterano strog i neujednačen kriterijum ocenjivanja. Date su i liste poželjnih i nepoželjnih karakteristika nastavnika u kontekstu ocenjivanja, po mišljenju učenika.
Кључне речи:
assessment / student / teacher / elementary school / grammar school / ocenjivanje / učenik / nastavnik / osnovna škola / gimnazijaИзвор:
Nastava i vaspitanje, 2010, 59, 4, 511-524Издавач:
- Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
Финансирање / пројекти:
- Образовање за друштво знања (RS-MESTD-MPN2006-2010-149001)
Институција/група
IPITY - JOUR AU - Malinić, Dušica AU - Komlenović, Đurđica PY - 2010 UR - http://ipir.ipisr.org.rs/handle/123456789/177 AB - Assessment is an integral, unavoidable part of the educational process and a particularly sensitive segment of the teaching practice. The aim of our research was to find out and analyze the opinions of students on assessment and their teachers in the context of assessment. The research included 200 elementary school students and 200 grammar-school students. The questionnaire comprised three thematic groups of questions (the students' perception of the teacher's acts in the process of assessment; identification of the students' preferred forms of assessment and their reactions to grades, and desired and undesired characteristics of teachers regarding assessment). Based on our findings, it can be concluded that the students think: that their teachers have different assessment criteria; that most teachers apply lower criteria when assessing lower achievers; that they apply grades as disciplinary measures, and are influenced by a student's achievements in other subjects. The grade is a powerful motivator for the students' active participation in the teaching process, and they especially appreciate regular testing and objective assessment, while objecting both too strict and uneven criteria for assessment. The presented students' lists of desired and undesired characteristics of teachers in the context of assessment illustrate this. AB - Ocenjivanje je sastavni, neizbežni deo vaspitno-obrazovnog procesa i predstavlja posebno osetljiv segment nastavne prakse. Cilj našeg istraživanja bio je usmeren na utvrđivanje i analizu mišljenja učenika o ocenjivanju i nastavnicima u kontekstu ocenjivanja. Istraživanjem je obuhvaćeno 200 učenika osnovne škole i 200 učenika gimnazije. Pitanja su grupisana u tri tematske celine (učenikovo opažanje nastavničkih postupaka u procesu ocenjivanja; identifikovanje učenikovih preferiranih načina ocenjivanja i njihovih reakcija na ocenu i poželjne i nepoželjne karakteristike nastavnika u kontekstu ocenjivanja). Na osnovu naših nalaza može se zaključiti da učenici smatraju: da nastavnici imaju različite kriterijume ocenjivanja, da većina nastavnika ima blaži kriterijum u ocenjivanju slabijih učenika, da primenjuje ocenu kao disciplinsku meru i da se pri ocenjivanju rukovode ocenama učenika iz drugih nastavnih predmeta. Ocena predstavlja snažan motivator aktivnijeg angažovanja učenika u nastavi, u kojoj učenici kod nastavnika posebno cene redovno proveravanje i objektivno ocenjivanje, a zameraju preterano strog i neujednačen kriterijum ocenjivanja. Date su i liste poželjnih i nepoželjnih karakteristika nastavnika u kontekstu ocenjivanja, po mišljenju učenika. PB - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd T2 - Nastava i vaspitanje T1 - Assessment as students see it T1 - Ocenjivanje iz perspektive učenika EP - 524 IS - 4 SP - 511 VL - 59 UR - https://hdl.handle.net/21.15107/rcub_ipir_177 ER -
@article{ author = "Malinić, Dušica and Komlenović, Đurđica", year = "2010", abstract = "Assessment is an integral, unavoidable part of the educational process and a particularly sensitive segment of the teaching practice. The aim of our research was to find out and analyze the opinions of students on assessment and their teachers in the context of assessment. The research included 200 elementary school students and 200 grammar-school students. The questionnaire comprised three thematic groups of questions (the students' perception of the teacher's acts in the process of assessment; identification of the students' preferred forms of assessment and their reactions to grades, and desired and undesired characteristics of teachers regarding assessment). Based on our findings, it can be concluded that the students think: that their teachers have different assessment criteria; that most teachers apply lower criteria when assessing lower achievers; that they apply grades as disciplinary measures, and are influenced by a student's achievements in other subjects. The grade is a powerful motivator for the students' active participation in the teaching process, and they especially appreciate regular testing and objective assessment, while objecting both too strict and uneven criteria for assessment. The presented students' lists of desired and undesired characteristics of teachers in the context of assessment illustrate this., Ocenjivanje je sastavni, neizbežni deo vaspitno-obrazovnog procesa i predstavlja posebno osetljiv segment nastavne prakse. Cilj našeg istraživanja bio je usmeren na utvrđivanje i analizu mišljenja učenika o ocenjivanju i nastavnicima u kontekstu ocenjivanja. Istraživanjem je obuhvaćeno 200 učenika osnovne škole i 200 učenika gimnazije. Pitanja su grupisana u tri tematske celine (učenikovo opažanje nastavničkih postupaka u procesu ocenjivanja; identifikovanje učenikovih preferiranih načina ocenjivanja i njihovih reakcija na ocenu i poželjne i nepoželjne karakteristike nastavnika u kontekstu ocenjivanja). Na osnovu naših nalaza može se zaključiti da učenici smatraju: da nastavnici imaju različite kriterijume ocenjivanja, da većina nastavnika ima blaži kriterijum u ocenjivanju slabijih učenika, da primenjuje ocenu kao disciplinsku meru i da se pri ocenjivanju rukovode ocenama učenika iz drugih nastavnih predmeta. Ocena predstavlja snažan motivator aktivnijeg angažovanja učenika u nastavi, u kojoj učenici kod nastavnika posebno cene redovno proveravanje i objektivno ocenjivanje, a zameraju preterano strog i neujednačen kriterijum ocenjivanja. Date su i liste poželjnih i nepoželjnih karakteristika nastavnika u kontekstu ocenjivanja, po mišljenju učenika.", publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd", journal = "Nastava i vaspitanje", title = "Assessment as students see it, Ocenjivanje iz perspektive učenika", pages = "524-511", number = "4", volume = "59", url = "https://hdl.handle.net/21.15107/rcub_ipir_177" }
Malinić, D.,& Komlenović, Đ.. (2010). Assessment as students see it. in Nastava i vaspitanje Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 59(4), 511-524. https://hdl.handle.net/21.15107/rcub_ipir_177
Malinić D, Komlenović Đ. Assessment as students see it. in Nastava i vaspitanje. 2010;59(4):511-524. https://hdl.handle.net/21.15107/rcub_ipir_177 .
Malinić, Dušica, Komlenović, Đurđica, "Assessment as students see it" in Nastava i vaspitanje, 59, no. 4 (2010):511-524, https://hdl.handle.net/21.15107/rcub_ipir_177 .