Written assessment of geographical knowledge in elementary school

Ocenjevanje znanja je pomembna sklepna faza učnega procesa, zato mu je potrebno posvetiti veliko pozornosti. V začetku magistrskega dela so opisane značilnosti ocenjevanja znanja – opredelitev pojma, zakonodaje na tem področju, namena, vrst, oblik in načinov ocenjevanja. V nadaljevanju smo se osredotočili na pisno ocenjevanje znanja in podrobno opredelili faze uspešnega pisnega ocenjevanja znanja. Na koncu teoretičnega dela smo predstavili priporočila različnih avtorjev, kako na različnih ravneh izboljšati kakovost pisnih preizkusov znanja. V empiričnem delu smo opravili kvalitativno analizo dokumentov (pisnih preizkusov znanja). Z analizo pisnih preizkusov znanja smo odgovorili na temeljno vprašanje, v kolikšni meri so učitelji z nalogami zadostili kriterijem za kakovosten preizkus znanja. Kriterije smo razčlenili na štiri področja in na tej podlagi tvorili posamezna raziskovalna vprašanja. V zaključnem delu magistrskega dela smo predstavili izsledke analize, s katero smo ugotovili, da imajo učitelji geografije precej težav pri oblikovanju pisnih preizkusov znanja. Pričakovali smo jih manj, zato smo v sklep zapisali nekaj napotkov v pomoč učiteljem.Assessment of knowledge is an important final phase of the teaching process and therefore requires a great deal of attention. The initial part of this master’s thesis describes the characteristics of knowledge assessment – its definition, legislation in this field, its purpose, types, forms and methods of assessment. The thesis continues by focusing on written assessment of knowledge and defining the phases of a successful written assessment of knowledge in detail. The conclusion of the theoretical part contains recommendations from various authors on how to improve the quality of written examinations at different levels. The empirical part encompasses a qualitative document analysis (written examinations). By analyzing samples of written examinations, we were able to answer a fundamental question: to what extent were the examination tasks given by teachers able to satisfy the criteria for a suitable examination. The criteria were grouped into four areas and based on this, individual research questions were formed. The concluding part of this master’s thesis presents the results of the analysis, which determined that geography teachers have considerable trouble designing written examinations. This was expected, yet to a lesser degree, hence the conclusion contains some directions that might be of help to teachers