https://doi.org/10.59132/viz/2025/2-3/21-27
Izvleček
V članku predstavljamo strategije formativnega spremljanja, ki so se med epidemijo covida-19 v Sloveniji izkazale kot ključne za podporo učenju na daljavo. Te strategije spodbujajo vključevanje učencev v učni proces, krepijo aktivno sodelovanje v različnih učnih aktivnostih in izboljšujejo učne dosežke, ker omogočajo prilagoditev poučevanja njihovim učnim potrebam. Analiza je pokazala, da so bili učenci, ki so že pri pouku v razredu razvili veščine samostojnega uravnavanja učenja, uspešnejši tudi med izobraževanjem na daljavo. Po mnenju učiteljev so bili bolj zavzeti, osredotočeni na cilje in jasni glede korakov, ki jih je bilo treba doseči za uspeh, ter so znali poiskati pomoč, kadar so jo potrebovali. Pomembno vlogo pri spodbujanju njihove motivacije in odgovornosti za učenje je imela možnost izbire načina izkazovanja znanja, kar je dodatno okrepilo njihov učni proces. Te strategije ponujajo priložnost, da jih v šolskem prostoru pogosteje vključimo v vsakodnevno poučevanje ter tako dolgoročno prispevamo k bolj učinkovitemu učenju učencev. Zato bi jih v cilju pridobivanja kakovostnega znanja veljalo pogosteje vključevati v redni pouk.
Abstract
Selected Formative Assessment Strategies for Effective Teaching During Pandemic
This article discusses selected formative assessment strategies crucial for supporting distance learning during the COVID-19 epidemic in Slovenia. These strategies enhance student engagement in the learning process, encourage active participation in various learning activities, and improve learning outcomes by tailoring teaching to meet individual learning needs. The analysis revealed that students who had already developed self-regulated learning skills in the classroom were more successful in distance learning. Teachers reported that students were more engaged, goal-oriented, aware of the steps required for success, and able to seek help. Additionally, allowing students to choose how to demonstrate their knowledge was crucial for boosting their motivation and responsibility for their learning, further enhancing their educational experience. These strategies present an opportunity to integrate them more fully into everyday teaching in the school environment, contributing to more effective long-term learning. They should, therefore, be incorporated more frequently into regular lessons to achieve quality knowledge.