Izvleček
Prispevek prinaša osnovna teoretična izhodišča o formativnem spremljanju. V nadaljevanju so podrobneje razloženi posamezni elementi: nameni učenja in kriteriji uspešnosti, dokazi, povratna informacija, vprašanja v podporo učenju ter samovrednotenje in vrstniško vrednotenje. Nekateri elementi so prikazani skozi prakso pri urah knjižničnih informacijskih znanj. Po izvedenih urah predstavljata evalvacija dela in samoevalvacija pomemben vidik in usmeritev za nadaljnje delo, zato je nekaj besed namenjenih tudi temu. Na koncu prispevka je nanizanih nekaj prednosti, ki jih v pouk in proces učenja prinaša uvajanje formativnega spremljanja.
Abstract
Formative Assessment Can Also Be Done in a School Library
The article introduces the basic theoretical premises of formative assessment. Afterwards, it explains its individual elements in greater detail: learning goals and success criteria, evidence, feedback, questions in support of learning, self-assessment and peer assessment. Some of the elements are shown through practice during Library and Information Knowledge lessons. After the lessons are implemented, the evaluation of the work and the self-evaluation provide important guidance for future work; for this reason, the article says a few words about that. At the end, the article lists some of the advantages of introducing formative assessment into lessons and into the learning process.