https://doi.org/10.59132/viz/2019/2-3/9-14
Povzetek
V članku predstavljamo nekatere ugotovitve mednarodnega projekta Erasmus+ Glas učenca – MOST do učenja, ki temeljijo na slovenski šolski praksi. Glas učenca pripisuje velik pomen aktivnemu vključevanju in sodelovanju učencev v učnem procesu ter izgradnji dobrih odnosov med učenci in učitelji. V projektu so sodelovale vodilne institucije s področja vzgoje in izobraževanja iz petih evropskih držav – Irske, Madžarske, Nizozemske, Slovenije in Združenega kraljestva (Škotske). Osrednjii cilj projekta je bil povečati aktivno vlogo učencev v učnem procesu. Članek se osredotoča na izbrane rezultate, ki smo jih pridobili pri delu s slovenskimi šolami, in odgovarja na vprašanje, kako s pristopi formativnega spremljanja zagotoviti vključenost vseh učencev v soustvarjanje učnega procesa, od načrtovanja prek spremljanja do ocenjevanja. Ugotovitve projekta kažejo, da so učenci, ki imajo možnost soustvarjati učni proces, bolj motivirani za delo, imajo večjo samozavest, prevzamejo več odgovornosti za lastno učenje, hkrati s tem pa razvijejo boljši odnos s sošolci in učitelji.
Abstract
Student voice and formative assessment
This paper presents some findings from Erasmus+ project Student voice – the BRIDGE to Learning through Slovenian practice. Student voice is acknowledged in the literature as an opportunity to empower students to participate meaningfully and collaboratively in improving their experience of school, encouraging their engagement in learning and improving teacher-student relationships. Five agencies with a task in developing and supporting national curricula for general education from countries across Europe participated in the project: Hungary, Ireland, The Netherlands, Scotland and Slovenia. The overarching aim of the project was to increase the role of the student in their education. This article presents selected results of Slovenian practice answering the question how to promote students’ participation where all students have a voice and opportunities to play an active role in classroom practice decisions’ which affect their learning through formative assessment. The findings of our project show that students who participate in learning as co-creators of learning processes benefit in a range of different ways: their engagement, motivation, confidence and self-esteem are increased; students take greater responsibility for their learning and relationships with students and teachers are improved.