prikaz prve stranice dokumenta Praksa formativnog vrednovanja i promjene u praksi nastale tijekom refleksivnog učenja učitelja
No public access
master's thesis
Praksa formativnog vrednovanja i promjene u praksi nastale tijekom refleksivnog učenja učitelja
2021. urn:nbn:hr:181:810138
Grgošević, Matija
Josip Juraj Strossmayer University of Osijek
Department of biology

Cite this document

Grgošević, M. (2021). Praksa formativnog vrednovanja i promjene u praksi nastale tijekom refleksivnog učenja učitelja (Master's thesis). Osijek: Josip Juraj Strossmayer University of Osijek, Department of biology. Retrieved from https://urn.nsk.hr/urn:nbn:hr:181:810138

Grgošević, Matija. "Praksa formativnog vrednovanja i promjene u praksi nastale tijekom refleksivnog učenja učitelja." Master's thesis, Josip Juraj Strossmayer University of Osijek, Department of biology, 2021. https://urn.nsk.hr/urn:nbn:hr:181:810138

Grgošević, Matija. "Praksa formativnog vrednovanja i promjene u praksi nastale tijekom refleksivnog učenja učitelja." Master's thesis, Josip Juraj Strossmayer University of Osijek, Department of biology, 2021. https://urn.nsk.hr/urn:nbn:hr:181:810138

Grgošević, M. (2021). 'Praksa formativnog vrednovanja i promjene u praksi nastale tijekom refleksivnog učenja učitelja', Master's thesis, Josip Juraj Strossmayer University of Osijek, Department of biology, accessed 22 November 2024, https://urn.nsk.hr/urn:nbn:hr:181:810138

Grgošević M. Praksa formativnog vrednovanja i promjene u praksi nastale tijekom refleksivnog učenja učitelja [Master's thesis]. Osijek: Josip Juraj Strossmayer University of Osijek, Department of biology; 2021 [cited 2024 November 22] Available at: https://urn.nsk.hr/urn:nbn:hr:181:810138

M. Grgošević, "Praksa formativnog vrednovanja i promjene u praksi nastale tijekom refleksivnog učenja učitelja", Master's thesis, Josip Juraj Strossmayer University of Osijek, Department of biology, Osijek, 2021. Available at: https://urn.nsk.hr/urn:nbn:hr:181:810138

Please login to the repository to save this object to your list.
Metadata
TitlePraksa formativnog vrednovanja i promjene u praksi nastale tijekom refleksivnog učenja učitelja
Title (english)The practice of formative evaluation and changes in practice that occur during reflective learning of teachers
AuthorMatija Grgošević
MentorIrena Labak (mentor)
Committee memberIrena Labak (član povjerenstva)
Committee memberFilip Stević (predsjednik povjerenstva)
Committee memberSenka Blažetić (član povjerenstva)
GranterJosip Juraj Strossmayer University of Osijek
Department of biology
Osijek
Defense date and country2021-10-29, Croatia
Scientific / art field,
discipline and subdiscipline		NATURAL SCIENCES
Biology
Abstract
Brojne i kontinuirane promjene u odgojno-obrazovnom procesu zahtijevaju od učitelja adaptivnu ekspertizu zbog čega inicijalno obrazovanje postaje nedostatno. Stručno usavršavanje koje je dio profesionalnog razvoja sve više zauzima bitnu ulogu pri upotpunjavanju složenog kompetencijskog profila učenika. U ovom radu su se pratile promjene dvije učiteljice koje u osnovnoj školi predaju Biologiju u formativnom vrednovanju (pristupu vrednovanja za učenje i pristupu vrednovanja kao učenju) za vrijeme stručnog usavršavanja koje je osmišljeno i provedeno kao refleksivno učenje. Ono se sastojalo od (samo)analize video zapisa nastavnih sati i povratnim informacijama proizašlih iz njih. Za potrebe izrade diplomskog rada video zapisi sata analizirani su COPUS i OZON protokolom. Analizom svih sati utvrđeno je da je refleksivno učenje poboljšalo implementaciju formativnog vrednovanja učiteljica u nastavi pogotovo u dijelu pristupa vrednovanja za učenje. Metakognitivni aspekti vrednovanja koji bi odgovarali vrednovanju kao učenje djelomično su poboljšani što upućuje na činjenicu da postoji još prostora za daljnjim razvojem te da implementacija formativnog vrednovanja u nastavni sat ovisi o iskustvu rada na pojedinim nastavnim strategijama.
Abstract (english)
Numerous and continuous changes in the educational process require adaptive expertise from teachers, which is why initial education becomes insufficient. Professional development, which is part of professional growing, is increasingly playing an important role in completing the complex competence profile of students. In this paper, the changes of two teachers who teach Biology in formative evaluation in primary school (approach to evaluation for learning and approach to evaluation as learning) during professional development that was designed and implemented as reflective learning were monitored. It consisted of (self)analysis of videos of lessons and feedback from them. For the purposes of making the master thesis, the videos of the class were analyzed by COPUS and OZON protocol. The analysis of all classes showed that reflective learning has improved the implementation of formative evaluation of teachers in teaching, especially in the part of the approach of assessment for learning. Metacognitive aspects of assessment that would correspond to assessment as learning have been partially improved, which indicates that there is still room for further development and that the implementation of formative assessment in the classroom depends on the experience of working on individual teaching strategies.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:181:810138
Study programmeTitle: Master of Science Graduate University Study Programme in Biology and Chemistry; specializations in: Master Education In Chemistry and Biology
Course: Master Education In Chemistry and Biology
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra edukacije biologije i kemije (magistar/magistra edukacije biologije i kemije)
Type of resourceText
File originBorn digital
Access conditionsClosed access
Terms of useLicence In copyright icon
Created on2021-10-29 11:51:44