Izvleček
Prispevek predstavlja uvajanje formativnega spremljanja pri pouku slovenščine. Podaja nekaj teoretičnih izhodišč za lažje uvajanje formativnega spremljanja, ki se ga mora učitelj lotiti premišljeno in sistematično. Učitelj se mora pred uvajanjem najprej sam poglobiti v formativno spremljanje in se z njim dobro seznaniti. Jasno mora vedeti, kaj želi z uvajanjem doseči. Dobro je, da si pripravi akcijski načrt za uvajanje novosti, ki jih želi razvijati v svoji pedagoški praksi. Najprimernejši čas za sistematično uvajanje je začetek šolskega leta, ko načrtuje delo. Za začetek naj izbere eno strategijo in en sam razred, v katerega bo uvajal novosti. Zaradi pozitivnih učinkov, ki jih formativno spremljanje ima, saj izboljšuje motivacijo, samokritičnost, odgovornost za učenje ter zavedanje o lastnem učenju, bi bilo dobro, da se učitelje spodbuja k njegovemu uvajanju. Prispevek ponuja tudi praktične nasvete za razvijanje posameznih elementov formativnega spremljanja in primere delovnih listov za delo v razredu.
Abstract
Introduction of Formative Assessment
This paper presents the introduction of formative assessment into Slovenian language lessons. It offers a few theoretical starting points for facilitating the introduction of formative assessment, which the teacher must go about with deliberation and systematically. Before introducing it, the teacher must delve into formative assessment and become thoroughly familiar with it. The teacher must have a clear notion of what its introduction should accomplish. It would be wise to prepare an action plan for introducing the innovations he/she wishes to develop during teaching practice. The most appropriate time for its systematic introduction is the start of the school year, when he/she is creating a work plan. To begin with, the teacher should choose one strategy and one class into which these innovations will be introduced. In light of the positive effects of formative assessment, e.g. an improvement in motivation, self-criticism, responsibility for learning, and an awareness of one’s own learning, it would be wise to encourage teachers to introduce it. The paper also gives practical advice for developing individual elements of formative assessment and examples of worksheets for work in the classroom.