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Uveljavljanje formativnega ocenjevanja v visokošolskem izobraževanju
Barbara Šteh in Marjeta Šarić
Polno besedilo (pdf) | Ogledi: 112 | 
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
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