Izvleček
Članek sistematično predstavlja potek preverjanja znanja pred pisno ocenjevalno nalogo tvorjenja pravljice v 6. razredu. Osredotoča se na oblikovanje jasnih in učencem razumljivih meril uspešnosti, predstavlja metodo sodelovalnega učenja – aktivne trojke ter poudarja pomen medvrstniške povratne informacije ter učenčeve samoevalvacije procesa učenja. Aktivne trojke postavljajo v središče učnega procesa učenca z jasno zastavljeno vlogo, učitelja pa v pozicijo mentorja in spremljevalca. Oblikovanje medvrstniške povratne informacije po znanih merilih omogoča učencem lažji vpogled v njihov napredek in odpira možnost izboljšav pri pisanju daljšega zaokroženega umetnostnega besedila.
Writing Fairy Tales with Elements of Formative Assessment
This article outlines the process of knowledge assessment preceding a 6th-grade assignment focused on creating fairy tales. It emphasises the importance of establishing clear and understandable performance criteria for pupils. It also introduces a collaborative learning strategy called active trios, which underscores the value of peer feedback and self-assessment in the learning process. In active trios, students take central roles with clearly defined responsibilities, while the teacher serves as a mentor and facilitator. Designing peer feedback based on well-defined criteria helps students better recognise their progress and creates opportunities to improve their skills in writing longer, cohesive fictional texts.