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Formative assessment with scripts

Miha Žarn (2018) Formative assessment with scripts. Diploma thesis.

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    Abstract

    Formative assessment is a teaching process where we monitor and test the pupils' knowledge, and thus, based on the acquired information on their knowledge, we control the teaching process. It is carried out during the teaching process in order to provide an instant insight into the pupil's knowledge. Regular detection of knowledge gaps makes it possible to resolve these gaps faster and makes the studying more efficient. Acquired feedback helps to eliminate pupils' mistakes and gives them a sense of responsibility when it comes to their own knowledge. Learning objectives and criteria which the pupils need to know before and during the discussion of the learning materials are very important when it comes to the formative assessment, as only in this way can we direct their activities towards achieving the desired goal. Effective self-evaluation and self-regulation of pupils is very important, and is achieved by clearly presenting them the goals and criteria that need to be met for achieving these goals. Several instruments are used for better self-assessment, such as rubrics and scripts. The rubrics are a set of successfulness criteria which also include an assessment scale with a description of each level on this scale. The scripts are a record of structured steps or questions that guide the pupil and help them solve the task from the beginning to the end. Research on the use of scripts and rubrics has shown a positive impact on self-regulation of learning. In the empirical part of this paper, I was interested in the influence of the script on the success of solving the task of constructing triangles. It turns out that pupils who used the script worked better than the students who did not have the script and they stated that it seemed useful to them. The script served as a reminder of all the necessary steps in solving the tasks of constructing triangles. In an interview with a pupils' teacher of mathematics, I learned that they seemed to react positively when it came to the use of the script. According to the teacher, the effect of the script would be even greater if pupils participated in the creation of it.

    Item Type: Thesis (Diploma thesis)
    Keywords: formative assessment, self-assessment, self-regulation, script, rubric
    Number of Pages: 33
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Zlatan MagajnaMentor
    asist. dr. Adrijana MastnakComentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=12112713)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 5271
    Date Deposited: 03 Sep 2018 12:39
    Last Modified: 03 Sep 2018 12:39
    URI: http://pefprints.pef.uni-lj.si/id/eprint/5271

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