DOI: https://doi.org/10.59132/rp/2026/1/33-48
Izvleček
Formativno spremljanje je pomemben pristop k podpori učenju in izboljševanju poučevanja, vendar v strokovni literaturi ni enotnega razumevanja njegove terminologije in izvedbenih pristopov. Članek pojasnjuje teoretična izhodišča formativnega spremljanja, njegovo razlikovanje od sumativnega ocenjevanja ter vlogo kakovostne povratne informacije, samovrednotenja in aktivne vključenosti učencev v proces učenja. Posebna pozornost je namenjena umeščanju formativnega spremljanja v prenovljene učne načrte osnovne šole, kjer je opredeljeno kot sestavni del načrtovanja, izvajanja in vrednotenja učnega procesa. Analiza učnih načrtov pokaže, da prenovljeni dokumenti formativnega spremljanja ne obravnavajo kot dodatne metode, temveč kot sistemsko umeščen strokovni okvir kakovostnega poučevanja. Prispevek izpostavlja formativno spremljanje kot ključen element uravnoteženega sistema vrednotenja znanja.
Abstract
Formative Assessment in Reformed Curriculum for First and Second Educational Cycles
Formative assessment is an important approach to supporting learning and improving teaching. However, the professional literature does not offer a consistent understanding of its terminology or implementation. The article presents the theoretical foundations of formative assessment, distinguishes it from summative assessment, and examines the role of high-quality feedback, self-assessment, and active student engagement in learning. Special emphasis is placed on the integration of formative assessment into the reformed primary school curriculum, where it is defined as an integral part of planning, implementing, and evaluating the learning process. An analysis of the curriculum indicates that the revised documents do not treat formative assessment as an additional method; rather, they position it as a systematically embedded professional framework for high-quality teaching. The article highlights formative assessment as a key element of a balanced system of knowledge assessment.