TESTING AND ASSESSMENT OF PHILOSOPHY IN SECONDARY SCHOOLS

Formalno vrjednovanje rada i znanja ucenika predstavlja jedan od najvažnijih i najsloženijih zadataka u radu svakog nastavnika, a time i nastavnika filozofije. Taj se zadatak sastoji od složnosti spoznajnih, pedagoških, psiholoških, etickih, socioloških, pravnih, administrativnih i drugih gledišta i cimbenika. U nastavi filozofije njegova je kompleksnost posebno naglašena zbog specificnosti programskih sadržaja i ciljeva koji se postavljaju nastavi filozofije. Namjera je ovoga rada predstaviti i problematizirati osnovna pitanja, teškoce i oblike pracenja, provjere i ocjenjivanja rada te znanja ucenika u nastavi filozofije u srednjoj školi, a posebno da se na taj nacin doprinese metodici nastave filozofije.The formal assessment of students’ knowledge and work is one of the most important and the most complex tasks of all teachers, including teachers of philosophy. This task is comprised of complex cognitive, pedagogical, psychological, ethical, social, legal, administrative and other perspectives and factors. The complexity of this process is especially apparent in the teaching of philosophy, due to very specific subject matter and goals set before this course. The aim of this paper is to present and critically examine the main issues, difficulties and models of monitoring, assessment and evaluation of knowledge and skills in philosophy in secondary schools, thus making a contribution to the methodology of teaching philosophy