Izvleček
Prispevek obravnava nacionalno preverjanje znanja ob koncu 9. razreda pri predmetu zgodovina. Učenci so se v preizkusih pri zgodovini bolje odrezali na preizkusih v času izbirnega predmeta kot takrat ko je predmet postal obvezen. Povprečje točk učencev šolskega leta 2004/2005 je z 69,6 % točk leta 2010 padlo na 46,48 %, leta 2016 pa se je malo povečalo, in sicer na 51 % povprečnih točk. Leta 2013 so se dosežki začeli dvigovati, kar kaže na to, da so se učenci sčasoma privadili na obvezne preizkuse, da so učitelji d d dobro delali z učenci in tudi, da so učenci vedno bolje poznali način in naloge v preverjanju. Učenci so se najslabše odrezali pri 3. taksonomski stopnji, ko morajo analizirati, interpretirati in vrednotiti zgodovinske dogodke ter zapisati odgovor. Posledično so jim tudi težje naloge zapisa daljših odgovorov, vsako leto pa so jim bile lažje naloge izbire in kjer je bila dodana iztočnica. Glede obravnave tem so se učenci najslabše odrezali pri temah iz 9. razreda, predvsem zato ker je takrat obravnavane največ politične zgodovine. Predmetna komisija še ugotavlja, da bi v šolah moral biti večji poudarek na poznavanju temeljnih zgodovinskih dogodkov in pojmov. Vsakoletne analize preverjanja znanja na področju zgodovine in primerjave med njimi nam kažejo, da NPZ v celoti uresničuje svoj namen in cilje.
Abstract
National Knowledge Examination in History
The article focuses on the national knowledge examination in History at the end of grade 9. Students achieved better exam results when History was an elective subject than when it became mandatory. The average percentage of 69.6% in school year 2004/2005 dropped to 46.48% in 2010, and then slightly increased in 2016, i.e. to 51%. In 2013, the results started to improve, which indicates that students gradually accepted the mandatory tests, that teachers worked well with students and that students became more familiar with the way they were tested and the tasks themselves. The lowest results were achieved at the third taxonomy level, where students are required to analyse, interpret and evaluate historical events and provide answers. Similarly, they had more difficulty with tasks that require longer answers, while they had less difficulty each year with tasks that include choices and cues. Relative to topics, students achieved the lowest results in ninth grade topics, mostly because the major part of political history is covered in grade 9. The board of examiners further finds that schools should place more emphasis on teaching key historical events and concepts. The annual analyses of knowledge examination in History and the comparisons between them show, however, that the national knowledge examination is fully realising its purposes and objectives.