Izvleček
V članku predstavljam izsledke in izkušnje poučevanja in učenja zgodovine na temelju dveh razvojnih nalog Zavoda RS za šolstvo, in sicer Uvajanje medpredmetne kompetence učenje učenja v pouk (2013– 2016) in Formativno spremljanje/preverjanje (2015–2017). Rezultat prve razvojne naloge je zlasti navajanje dijakov na učinkovite bralne učne strategije za učenje zgodovine, rezultat druge pa formativno spremljanje in preverjanje znanja in učenja zgodovine. Pri bralnih učnih strategijah so se za učinkovite izkazale podčrtovanje ključnih besed in pisanje povzetkov oz. Paukova strategija kot kombinacija obojega (ključne besede, pomembne podrobnosti, povzetek). Formativno spremljanje pa omogoča učinkovito spremljati in preverjati znanje in učenje zgodovine od načrtovanja osebnih ciljev glede na skupne učne cilje do izpeljave kriterijev uspešnosti iz učnih ciljev, zbiranja dokazov o doseganju učnih ciljev in sporočanja povratne informacije glede na kriterije uspešnosti. Dijaki se glede na kriterije uspešnosti samovrednotijo, učinkovito je vrstniško vrednotenje in učiteljevo vrednotenje. Namen povratne informacije je pri dijakih opredeliti močna področja kot tudi tista, ki jih lahko izboljšajo. Pokaže se tudi poti in strategije za izboljšanje učnih dosežkov.
Abstract
Formative Knowledge Assessment Reveals Hidden Corners of Secondary School Students’ Learning and Thinking
This article presents the findings and experiences of the teaching and learning of history based on two development tasks of the National Education Institute of the Republic of Slovenia, namely Uvajanje medpredmetne kompetence učenje učenja v pouk [Introducing the Cross-Curricular Competence of Learning to Learn into Lessons] (2013–2016) and Formativno spremljanje/preverjanje Formative Assessment. The main result of the first development task is accustoming secondary school students to effective reading strategies for learning history, and in the case of the second task, the formative assessment of the knowledge and learning of history. As it turns out, effective reading strategies are underlining the key words and writing abstracts, or Pauk’s strategy as a combination of both (key words, important details, abstract). Formative assessment enables us to effectively monitor and test the knowledge and learning of history by planning personal learning objectives based on the overall ones; deriving success criteria from the learning objectives; collecting evidence of achieving learning objectives; and giving feedback based on the success criteria. The secondary school students assess themselves based on the success criteria; peer assessment and the teacher’s assessment have proved to be effective. The purpose of feedback is to identify the areas which the secondary school students are good at and the areas that could use some improvement. It also indicates the paths and strategies for improving attainment.