Hodnotenie v prírodovedných predmetoch v podmienkach slovenského školstva

Abstract

Hodnotenie má výrazný vplyv na osobnosť žiaka, na proces jeho učenia sa a v konečnom dôsledku i na vytváranie jeho vzťahu k obsahu vyučovacieho predmetu. Národná správa PISA 2015 (NÚCEM, 2017) poukazuje na pokles výkonu žiakov v prírodovednej gramotnosti, pričom najväčšou rizikovou skupinou žiakov sú práve žiaci základných škôl a stredných odborných škôl bez maturity. Pred pedagógmi tak stojí otázka, ako tento stav pozitívne ovplyvniť. Jednou z možností sa javí, na základe mnohých výskumov, formatívne hodnotenie, ktoré má kvalitatívny charakter. Autorky príspevku sa zamerali na zistenie aktuálneho stavu využívania nástrojov hodnotenia vo vyučovaní prírodovedných predmetov. Ako metódu kvantitatívneho výskumu využili dotazník. Príspevok prezentuje čiastkové výsledky výskumu, ktoré poukazujú na značnú prevahu využívania nástrojov sumatívneho hodnotenia nad nástrojmi formatívneho hodnotenia. Respondentmi boli učitelia prírodovedných predmetov základných a stredných škôl na Slovensku.

Introduction of Formative Assessment Classroom Techniques (FACTs) to School Chemistry Teaching: Teachers’ Attitudes, Beliefs, and Experiences

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“…59 Currently, there are several national projects that focus on the implementation of formative assessment in various school subjects, and this topic is spread across the country. 6 , 60 − 63 Orosová et al 64 studied the status of assessment in Slovak schools in STEM. She concluded that teachers prefer using summative assessment over formative assessment.…”

Assessment literate teachers in Slovakia: the requirements for assessment literacy of teachers

“…The research shows that teachers in practice have heard of the terms: assessment for learning, assessment as learning, assessment of learning, but do not know and cannot explain their meaning (Szarka, Brestenská & Ganajová, 2019), the research is also based on the fact that the interest in tools of formative assessment by teachers is low (Orosová, Ganajová, Szarka & Babinčáková, 2019, Matějka & Miština, 2022 It is possible to eliminate this situation in relation to teachers by preparing practical training for teachers to develop assessment literacy, emphasis on formative assessment in their subject and implementation of formative assessment in undergraduate preparation of students of pedagogical faculties.…”

Formative Assessment as a Tool to Enhance the Development of Inquiry Skills in Science Education

“…The OECD evaluation team has brought attention to the need to improve students' understanding by using formative assessment (Shewbridge et al, 2014). This situation has also been addressed by Orosová et al (2019) and Ganajová et al (2019). Their research has shown that Slovak teachers use summative assessment more frequently than formative assessment as some of them are not familiar with formative assessment and they do not understand its methods or aim.…”