https://doi.org/10.59132/viz/2025/4-5/63-66
Izvleček
Prispevek obravnava formativno spremljanje kot pomembno didaktično usmeritev, ki z vključitvijo v prenovljene učne načrte postopoma pridobiva vse bolj pomembno mesto v slovenskem vzgojno-izobraževalnem prostoru. Predstavlje na so temeljna načela formativnega spremljanja, njegov razvoj ter ključne dejavnosti Zavoda RS za šolstvo, pa tudi vloga učnih načrtov in didaktičnih priporočil pri njegovem uvajanju v prakso. Prispevek osvetljuje tako priložnosti kot tudi izzive, povezane z uveljavljanjem tega pristopa na sistemski in šolski ravni. Zaključuje z mislijo, da formativno spremljanje ni zgolj strategija, temveč način razmišljanja o učenju in poučevanju, ki zahteva strokovno podporo pri uvajanju ter kulturo sodelovanja in usklajenega delovanja vseh deležnikov v vzgojno-izobraževalnem procesu.
Abstract
Formative Assessment in the Reformed Curriculum: From Recommendations to a Systemic Approach
This article discusses formative assessment as an important didactic approach that is gradually gaining a central role in the Slovenian educational context through its integration into the renewed national curricula. It outlines the core principles of formative assessment, its development and the key activities of the national education institute of the republic of Slovenia, as well as the role of curricula and didactic guidelines in supporting its implementation in practice. The article highlights both the opportunities and challenges related to the implementation of this approach at the systemic and school levels. It concludes with the idea that formative assessment is not merely a strategy, but a way of thinking about learning and teaching – one that requires professional support during implementation, as well as a culture of collaboration and coordinated action among all stakeholders involved in the educational process.