Izvleček
Predstavljeno bo razmišljanje in primeri dokazov učenja, ki so (več let) nastajali pri pouku slovenščine od 6. do 9. razreda. Vsak dokaz učenja predstavlja izhodišče za nadgradnjo (tako za učenca kot učitelja), zato sem raznolike dokaze učenja kot razmišljujoča učiteljica in kritična opazovalka lastne pedagoške prakse skupaj z učenci »nadgrajevala« in osmišljala z namenom, da bi povečala učinkovitost (učenja) ter samoregulacije učenja. »Dobri« dokazi učenja služijo učencu (za »izgradnjo« znanja) in učitelju (za spremljanje in vrednotenje dosežkov in napredka posameznega učenca). Na podlagi refleksije (učenca in učitelja) učenec nadgrajuje osebne cilje, učitelj pa prilagaja (personalizira) pouk. V tem smislu so dokazi učenja »gonilo« aktivnega pouka in razmišljujočega učenca (ter učitelja).
Abstract
Formative Assessment in Diverse Evidence of Learning and Progress
This presentation reflects on and provides some evidence of learning that has emerged over the years in teaching Slovenian in Grades 6 to 9. Each piece of evidence not only serves to improve the learner‘s understanding but also aids the teacher. As a reflective teacher and a critical observer of her own pedagogical practice, the author has built upon and contemplated the diverse evidence of learning to increase the effectiveness of instruction and promote self-regulation of learning in collaboration with her students. Qualitative evidence of learning enables the learner to build, monitor and self-evaluate learning, while also allowing the teacher to assess and evaluate each learner‘s progress and achievements. Through reflection, learners set personal goals, and teachers can tailor instruction to meet individual needs. In this sense, evidence of learning guides active learning and fosters both reflective learners and reflective teachers.