https://doi.org/10.59132/zvs/2026/1/20-46
Izvleček
Formativno spremljanje učenja in znanja učencev je koncept, ki je v slovenski didaktiki uveljavljen že vrsto let. Gre za sodoben model učenja in poučevanja, ki v ospredje postavlja učenca kot aktivnega soustvarjalca procesa. Formativno spremljanje prek vzpostavljenih elementov in orodij celostno zaokroža proces učenja in poučevanja ter bistveno pripomore k izgradnji temeljnih znanj in zmožnosti, ki jih učenci potrebujejo za obvladovanje učnih vsebin kakor tudi za izgradnjo trajnostnih povezav, ki ključno vplivajo na razvoj zmožnosti vseživljenjskega učenja. Delo z zgodovinskimi viri je pomemben del pouka zgodovine, saj spodbuja razvoj kritičnega mišljenja, samostojnega zbiranja in analiziranja informacij ter oblikovanja argumentov, ki temeljijo na dokazih iz virov. Prispevek obravnava pomen obravnave zgodovinskih virov v povezavi s formativnim spremljanjem, ki temelji na jasno opredeljenih kriterijih uspešnosti in kakovostni povratni informaciji, ki zmeraj vsebuje predloge za izboljšave obstoječega stanja. Formativno spremljanje pri delu z zgodovinskimi viri učencem omogoča boljši vpogled v lastne zmožnosti ter osvetli močna in manj močna področja posameznika, obenem pa učence opolnomoči, da postavljajo kakovostnejša vprašanja in enostavneje uravnavajo lasten proces učenja. Sprotno zbiranje informacij o napredku učencev pa za učitelja predstavlja vir informacij, na podlagi katerih učinkoviteje prilagaja učni proces, diferencira in individualizira delo ter ustvarja vključujoče in spodbudno učno okolje, ki podpira razvoj vsakega posameznika v skladu z individualnimi potenciali.
Abstract
Integrating Elements of Formative Assessment of Students’ Learning and Knowledge into History Classes when Analysing the Selected Historical Sources for the 7th Grade of Primary School
Formative assessment of students’ learning and knowledge is a concept that has been established in Slovenian didactics for many years. It is a modern model of learning and teaching that places the student at the centre as an active co-creator of the educational process. Through its established elements and tools, formative assessment provides a comprehensive framework for learning and teaching, contributing significantly to the development of fundamental knowledge and competencies that students need both to master curricular content and to build sustainable connections, crucial for the development of lifelong learning skills. Working with historical sources is an important component of history classes, as it encourages the development of critical thinking, independent collection and analysis of information, and the construction of evidence-based arguments. The article discusses the importance of working with historical sources in conjunction with formative assessment, which is based on clearly defined success criteria and high-quality feedback that always includes suggestions for improvement. Formative assessment in the analysis of historical sources enables students to gain a deeper insight into their own abilities and highlights both their strengths and areas for improvement. At the same time, it empowers students to ask better questions and regulate their own learning process more easily. The continuous collection of information about the students’ progress also provides the teachers with valuable information that allows them to adapt the instruction more effectively, differentiate and individualize the learning activities, and create an inclusive and supportive learning environment that fosters the development of each student according to their individual potential.