Izvleček
V prispevku predstavljam svojo izkušnjo s formativnim spremljanjem. Obravnavala sem Boccaccievo Novelo o sokolu in uporabila naslednje elemente FS: preverjanje/aktivacija predznanja (okrogla miza v skupini, delo po postajah), vrstniško sodelovanje (sodelovalno učenje – izvirna sestavljanka), oblikovanje kriterijev uspešnosti, vrstniško vrednotenje (3 x P). Evalvacija kaže, da so dijaki ob takšnem delu sproščeni, opravljajo ga resno in odgovorno ter so vsi dejavni. Dijaki menijo, da si bodo tako pridobljeno znanje najverjetneje dlje in bolje zapomnili. Ker tudi sama opažam pozitivne spremembe pri svojem delu, bom v prihodnje pogosteje načrtovala podobne dejavnosti in pri dijakih načrtno spremljala učinke (spremembe) v znanju oz. globini razumevanja učne snovi.
Abstract
Formative Assessment in Slovenian Language Lessons in General Secondary School
The paper presents my experience with formative assessment. I was discussing Boccaccio’s short story “Federigo’s Falcon” using the following FA elements: assessing/activating prior knowledge (round table in a group, working at stations), peer cooperation (cooperative learning – original puzzle), formation of success criteria, and peer assessment (the 3 Ps). The evaluation has shown that secondary school students are relaxed when working in this way, that they work earnestly and responsibly, and that all of them are active. The students believe that they will be able to retain the knowledge obtained this way for longer and better. Since I have also noticed positive changes in my work, I will plan similar activities more often in the future, and deliberately monitor the effects (changes) in the students’ knowledge or in their depth of understanding the learning content.