Vključevanje ocenjevanja za učenje v poučevanje in učenje pri pouku biologije v Tanzaniji
Povzetek
Prispevek predstavlja raziskavo, ki je preučevala, kako vključevanje ocenjevanja za učenje izboljša učne dosežke učencev biologije v Tanzaniji. Uporabljen je bil kvazieksperimentalni model, ki je vključeval pred- in potest neekvivalentne kontrolne in eksperimentalne skupine z namenom ugotavljanja, kako vključevanje ocenjevanja za učenje v proces poučevanja in učenja izboljša učne dosežke. Izbrani sta bili dve šoli iz predmestja Dar Es Salaam. Učenci obeh šol so imeli enake dosežke pri nacionalnem preverjanju znanja v letu pred izvedbo raziskave. Rezultati so pokazali, da so bili uspešnejši učenci iz skupine poučevanja z uporabo ocenjevanja za učenje kot tisti, ki so bili deležni poučevanja s konvencionalnimi pristopi. Vključevanje ocenjevanja za učenje je verjetno prispevalo k boljšim učnim dosežkom eksperimentalne skupine. Raziskava prispeva k razumevanju, kako lahko učitelji v z viri omejenih okoliščinah vključujejo ocenjevanje za učenje v vsakodnevno poučevanje ter tako izkoristijo moč ocenjevanja za izboljšanje učenja in dvig standardov.
Prenosi
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