STUDENT ATTITUDES TOWARS QUALITY OF ACADEMIC ACHIEVEMENT EVALUTION

Cilj ovoga istraživanja bio je ispitati stavove studenata o kvaliteti vrednovanja akademskih postignuća kao veoma zanimljivoj ali još uvijek slabo istraženoj problematici u nas. Prihvaćanjem konstruktivističkog i kompetencijskog pristupa u visokom školstvu, promijenilo se i shvaćanje, ali i pristupi vrednovanju akademskih postignuća. U istraživanju je sudjelovalo 338 studenata različitih smjerova studija Filozofskoga fakulteta u Splitu. Rezultati dobiveni ovim istraživanjem upućuju na to da su sudionici istraživanja općenito zadovoljni svojim studijem, da se vrednovanje u najvećoj mjeri provodi kontinuirano i javno te da ih nastavnici imaju običaj upoznati s elementima vrednovanja odmah na početku kolegija. Zanimljiv je podatak da velik dio studenata smatra kako nastavnici uglavnom ne rade pogreške ocjenjivanja izuzev raspoloženja nastavnika za koje su procijenili da utječe na ocjenjivanje akademskih postignuća.The goal of this research was to explore students' attitudes towards the quality of the evaluation of academic achievements as a highly interesting, yet still insufficiently researched issue in our educational system. By accepting the constuctivist and competency-based approaches in higher education, the understanding of, as well as approaches to the evaluation of academic achievements have changed. 338 students of different study groups of Faculty of Huanities and Social Sciences in Split participated in the research. The result obtained indicate that participants are generally satisfied with their studies, the evaluation, to a large degree, is carried out continually and publicly, and that professors normally introduce students to evaluation criteria at the beginning of a course. However, it is interesting that a large portion of students believe that professors do not have a tendency to make mistakes in assessment, yet they have singled out the professors' mood as a factor that may influence the assessment of academic achievements