Zunanja diferenciacija in dosežki učencev pri notranjem in zunanjem preverjanju znanja

Amalija Žakelj and Zlatan Magajna (2014) Zunanja diferenciacija in dosežki učencev pri notranjem in zunanjem preverjanju znanja. In: Učne težave pri matematiki in slovenščini - izziv za učitelje in učence : zbornik prispevkov konference, 15. november 2013, Hotel Mons, Ljubljana. Zavod RS za šolstvo, Ljubljana, pp. 25-31. ISBN 978-961-03-0253-7

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Abstract

In this paper we discuss caracteristics of external differentiation and its influence on student’s achievements (at mathematics). We are going to present some aspects (advantages and disadvantages) of external differentiation regarding the efficiency of gaining mathematical knowledges for achieved level of mathematical knowledge in homogenous and diverse study groups. The results are indicating that there are no homogenous answers, especially not if we limit ourselves to the outmost poles – on the most capable students and on students with learning difficulties. It is expected that school and a teacher enable each student to be educated with suitable approach that support his potentials. That’s why we understand the capability on one hand and learning difficulties on the other as a challenge to the teacher to find appropriate way of how to teach, how to recognise student’s needs and which measures to choose that the achievements of students will be optimal regarding their abilities and capabilities. The key question regarding the goals of gaining qualitative knowledge for all is how to adapt learning to all students, considering their needs and potentials and thus lower eventual deprivation of more capable students and students with learning difficulties. This dictates the need for developing of suitable approaches of learning and teaching for all.

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