Go to the article page in English / Pojdi na angleško stran članka
Uveljavljanje formativnega ocenjevanja v visokošolskem izobraževanju
Barbara Šteh in Marjeta Šarić
Polno besedilo (pdf) | Ogledi: 118 | 
Napisan v slovenščini. | Objavljeno: 8. maj 2020
https://doi.org/10.20419/2020.29.515 | Citati: CrossRef (1)
Povzetek: Formativno ocenjevanje je na idejni ravni že dolgo prisotno tudi v visokošolskem izobraževanju, manj pa je empiričnih podatkov o njegovi uporabi in učinkovitosti v praksi. Vprašanje je, ali ga visokošolski učitelji enotno razumemo, zato je namen tega članka prispevati k jasnosti tega pojma, tako da so izpostavljene ključne značilnosti formativnega ocenjevanja. Formativno ocenjevanje mora biti vpeto v celoten proces poučevanja in učenja študentov. Posebna pozornost je namenjena učinkovitosti formativnega ocenjevanja in dejavnikom, ki so povezani z njegovim uvajanjem v visokošolsko izobraževanje. Visokošolski učitelji imajo pomembno vlogo pri oblikovanju takšnega učnega okolja, ki omogoča kakovostno formativno ocenjevanje. Pri tem je pomembno tako oblikovanje ustreznih učnih nalog in izzivov za študente kot dajanje ustreznih povratnih informacij ter sprejemanje, razumevanje in odzivanje nanje s strani študentov. Učinkovito ocenjevanje opolnomoči študente, da si postavljajo refleksivna vprašanja, presojajo kakovost svojega znanja in uravnavajo lastno učenje. Ne gre spregledati, da je pomemben dejavnik uspešnega vpeljevanja formativnega ocenjevanja v visokošolsko izobraževanje celoten kontekst, kultura visokošolske organizacije, zahteve programa, že uveljavljeni načini ocenjevanja, ipd., ter še posebej usposobljenost visokošolskih učiteljev za kakovostno ocenjevanje. Oblikovali sva nekaj ključnih vodil za vzpostavljanje takšnih pogojev, pod katerimi ocenjevanje podpira kakovosten študij.
Ključne besede: visokošolsko izobraževanje, formativno ocenjevanje, povratna informacija, samouravnavanje učenja
Citiraj:
Šteh, B. in Šarić, M. (2020). Uveljavljanje formativnega ocenjevanja v visokošolskem izobraževanju [Implementation of formative assessment in higher education]. Psihološka obzorja, 29, 79–86. https://doi.org/10.20419/2020.29.515
Seznam literature v članku
Ajjawi, R. in Boud, D. (2018). Examining the nature and effects of feedback dialogue. Assessment & Evaluation in Higher Education, 43(7), 1106–1119. CrossRef
Bečaj, J. (2000). Je bolje ocenjevati ali preverjati? Socialnopsihološke dimenzije ocenjevanja in preverjanja [Is it better to assess or examine? Socio-psychological dimensions of assessment and examination]. Vzgoja in izobraževanje, 31(2–3), 10–19.
Bečaj, J. (2009). Cilji so vedno v oblakih, pot pa je mogoča le v resničnosti [The goals are always in the clouds, but the path is only possible in reality]. Vzgoja in izobraževanje, 40(jubilejna št.), 27–40.
Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5–25. CrossRef
Biggs, J. in Tang, C. (2007). Teaching for Quality Learning at University (3. izd.). Maidenhead, Združeno kraljestvo: Open University Press.
Black, P. in Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation & Accountability, 21(1), 5–31. CrossRef
Black, P. in Wiliam, D. (2012). Assessment for learning in the classroom. V J. Gardner (ur.), Assessment and Learning (2. izd., str. 11–32). London, Združeno kraljestvo: Sage. CrossRef
Bloxham, S. in Boyd, P. (2007). Developing effective assessment in higher education. Maidenhead, Združeno kraljestvo: Open University Press.
Boud, D. (1995). Assessment and learning: Contradictory or complementary? V P. Knight (ur.), Assessment for learning in higher education (str. 35–48). London, Združeno kraljestvo: Kogan Page.
Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151–167. CrossRef
Boud, D. in Soler, R. (2016). Sustainable assessment revisited. Assessment & Evaluation in Higher Education, 41(3), 400–413. CrossRef
Brown, G., Bull, J. in Pendlebury, M. (1997). Assessing student learning in higher education. London, Združeno kraljestvo: Routledge.
Brown, S. (2004-05). Assessment for learning. Learning and Teaching in Higher Education, 1(1), 81–89.
Carless, D. (2015). Exploring learning-oriented assessment processes. Higher Education, 69, 963–976. CrossRef
Carless, D. in Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. CrossRef
Duncan, N. (2007). 'Feed‐forward': Improving students' use of tutors' comments. Assessment & Evaluation in Higher Education, 32(3), 271–283. CrossRef
Earl, L. (2003). Assessment as learning: Using classroom assessment to maxime student learning. Thousand Oaks, CA, ZDA: Corwin Press.
Gibbs, G. in Simpson, C. (2004-05). Conditions under which assessment supports students' learning. Learning and Teaching in Higher Education, 1(1), 3–31.
Hattie, J. A. C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achivement. New York, NY, ZDA: Routledge. CrossRef
Holcar Brunauer, A, Bizjak, C., Borstner, M., Cotič Pajntar, J., Eržen, V., Kerin, M., Komljanc, N., Kregar, S., Margan, U., Novak, L., Rutar Ilc, Z., Zajc S. in Zore, N. (2016). Formativno spremljanje v podporo učenju: Priročnik za učitelje in strokovne delavce [Formative assessment to support learning: A manual for teachers and professional workers]. Ljubljana, Slovenija: Zavod Republike Slovenije za šolstvo.
Marentič Požarnik, B. (1988). Dejavniki in metode uspešnega učenja [Factors and methods of successful learning]. Ljubljana, Slovenija: Filozofska fakulteta Univereze Edvarda Kardelja v Ljubljani, Oddelek za pedagogiko.
Marentič Požarnik, B. (2004). Kako bolje uravnavati mogočen vpliv preverjanja in ocenjevanja [How to Better Regulate the Powerful Influence of Examination and Assessment]. Sodobna pedagogika, 55/121(1), 8–22.
Marentič Požarnik, B. in Peklaj, C. (2002). Preverjanje in ocenjevanje za uspešnejši študij [Assessment for successful study process]. Ljubljana, Slovenija: Center za pedagoško izobraževanje Filozofske fakultete.
Nicol, D. (2010). From monologue to dialogue: Improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501–517. CrossRef
Nicol, D. J. in Macfarlane-Dick, M. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. CrossRef
Pereira, D., Flores, M. A., Veiga Simão, A. M. in Barros, A. (2016). Effectiveness and relevance of feedback in Higher Education: A study of undergraduate students. Studies in Educational Evaluation, 49, 7–14. CrossRef
Poulos, A. in Mahony, M. J. (2008). Effectiveness of feedback: The students' perspective. Assessment & Evaluation in Higher Education, 33(2), 143–154. CrossRef
Price, M., Handley, K., Millar, J. in O'Donovan, B. (2010). Feedback: All that effort, but what is the effect? Assessment & Evaluation in Higher Education, 35(3), 277–289. CrossRef
Razdevšek-Pučko, C. (1992). Preverjanje znanja kot povezava med poučevanjem in učenjem [Formative assessment as link between teaching and learning]. Sodobna pedagogika, 43(5–6), 235–243.
Razdevšek Pučko, C. (1994). Nova doktrina preverjanja znanja kot odgovor na spremembe v šoli [A new paradigm of examining knowledge in response to changes in school]. Sodobna pedagogika, 45/111(3–4), 132–139.
Razdevšek Pučko, C. (2004). Formativno preverjanje znanja in vloga povratne informacije [Formative knowledge assessment and the role of feedback]. Sodobna pedagogika, 55/121(1), 126–139.
Rutar Ilc, Z. (2014). Spremljanje in preverjanje, ki podpirata kakovostno učenje [Evaluation and assessment that support quality learning]. Vzgoja in izobraževanje, 45(5–6), 3–4.
Šteh, B. (2012). Stari - novi izzivi preverjanja in ocenjevanja znanja [Old - new challenges of knowledge assessment]. V B. Šteh (ur.), Preverjanje in ocenjevanje znanja ter vrednotenje dosežkov v vzgoji in izobraževanju [Assessment of knowledge and evaluation of achievements in education] (str. 20–27). Pridobljeno s https://www.dlib.si/details/URN:NBN:SI:DOC-BQQGLESO
Šteh, B. in Šarić, M. (2016). Ocenjevanje v visokem šolstvu: Ovira ali spodbuda za kakovosten študij [Assessment in higher education: An obstacle or an encouragement for quaility study]. V K. Aškerc (ur.), Izboljševanje kakovosti poučevanja in učenja v visokošolskem izobraževanju [Improving the quality of teaching and learning in higher education] (str. 64–69). Ljubljana, Slovenija: Center RS za mobilnost in evropske programe izobraževanja in usposabljanja.
Weaver, M. R. (2006). Do students value feedback? Student perceptions of tutors' written responses. Assessment & Evaluation in Higher Education, 31(3), 379–394. CrossRef
Wiliam, D. (2013). Vloga formativnega vrednotenja v učinkovitih učnih okoljih [The role of formative assessment in effective learning environments]. V H. Dumont, D. Istance in F. Benavides (ur.), O naravi učenja: Uporaba raziskav za navdih prakse [The nature of learning: Using research to inspire practice] (str. 123–145). Ljubljana, Slovenija: Zavod Republike Slovenije za šolstvo.
Winstone, N. E., Nash, R. A., Rowntree, J. in Parker, M. (2017). 'It'd be useful, but I wouldn't use it': Barriers to university students' feedback seeking and recipience. Studies in Higher Education, 42(1), 2026–2041. CrossRef
Xu, Y. in Harfitt, G. (2018). Is assessment for learning feasible in large classes? Challenges and coping strategies from three case studies. Asia-Pacific Journal of Teacher Education, 47(5), 472–486. CrossRef
Yorke, M. (2003). Formative assessment in higher education: Moves towards theory and the enhacement of pedagogic practice. Higher Education, 45(4), 477–501. CrossRef
Yorke, M. (2009). Grading student achievement in higher education. V M. Tight, K. H. Mok, J. Huisman in C. C. Morphew (ur.), The Routledge international handbook of higher education (str. 211–223). New York, NY, ZDA: Routledge. CrossRef
Citati prek sistema CrossRef (1)
QRdice: QR-Based Gamification Tool to Gamify Formative Assessment in Higher Education
Mohamad Firdaus Che Abdul Rani, Melor Md Yunos, Vinothini Kasinathan
Learning Technology for Education Challenges, 2023
https://doi.org/10.1007/978-3-031-34754-2_2
