Izvleček
Dijaki imajo v procesu poučevanja veliko težav s presojo o tem, koliko znajo in kdaj znajo dovolj. Z vpeljavo elementov formativnega spremljanja v pouk lahko pri dijakih krepimo zavedanje lastnega znanja. Uvodoma je predstavljeno, kateri so elementi formativnega spremljanja in kakšen je njihov namen pri pouku oziroma kakšne rezultate lahko z njimi dosežejo dijaki. Sledi razlaga, kako se vpeljave elementov formativnega spremljanja lahko lotimo pri pouku fizike. Ker je pri pouku fizike v ospredju eksperimentalno delo, je predstavljena vpeljava elementov formativnega spremljanja pri laboratorijskih vajah. V članku so opisane koristi takšne obravnave za dijaka in učitelja.
Abstract
Formative Assessment in Physics Lessons in General Secondary School
During the teaching process, secondary school students have great difficulty in assessing how much they know and when they know enough. By introducing formative assessment elements into lessons, we can strengthen the students’ awareness of their knowledge. The introduction presents the elements of formative assessment and their purpose during lessons, or what results secondary school students can achieve with their help. This is followed by an explanation of how formative assessment elements can be introduced into Physics lessons. As Physics lessons focus on experimental work, the article presents the introduction of formative assessment elements into laboratory exercises. The article describes the benefits of this approach for the student and the teacher.