https://doi.org/10.59132/geo/2016/2-3/118-124
Povzetek
Raziskave kažejo, da imata sprotno preverjanje in povratna informacija velik vpliv na učenčevo motiviranje, učenje in znanje. Zato tudi slovenska šola, ki je zadnjega četrt stoletja, tudi z zunanjimi oblikami preverjanja, večjo pozornost namenjala končnemu oz. sumativnemu preverjanju, spet poudarja sprotno preverjanje, ki ga osnovnošolska zakonodaja ustrezno opredeljuje, srednješolska pa manj. Tudi pri pouku geografije je mogoče z ustreznimi dejavnostmi oblikovati spodbudno učno okolje, ki učencu omogoča razmislek o lastnem znanju in učenju.
Abstract
Formativeness and Geography Lessons
Research shows that ongoing assessment and feedback greatly impact a student’s motivation, learning, and knowledge. Hence Slovenian schools, which for the last quarter-century have devoted more attention to final or summative assessment, also with external forms of assessment, are once again focusing on ongoing assessment, which is properly laid down in primary school legislation, and less so in secondary school legislation. In geography lessons one can use suitable activities to shape a stimulating learning environment, which enables students to think about their own knowledge and learning.