FORMATIVE ASSESSMENT OF PUPIL\u27S PROGRESS IN FOREIGN LANGUAGE LEARNING IN PRIMARY SCHOOL CLASSROOMS

V magistrskem delu smo raziskovali stališča učiteljev do formativnega spremljanja učenčevega napredka pri tujem jeziku (nadalje TJ) v osnovni šoli (nadalje OŠ). V teoretičnem delu na začetku predstavljamo tradicionalne načine spremljanja učenčevega napredka (ocenjevanje, preverjanje). Osrednji del je namenjen formativnemu spremljanju ter uporabi tega pri pouku TJ. V empiričnem delu magistrske naloge smo raziskali stališča učiteljev, ki poučujejo TJ v OŠ, do formativnega spremljanja učenčevega napredka. Pri tem nas je zanimal obstoj razlik glede na izobrazbo, leta poučevanja ter vzgojno-izobraževalno obdobje (nadalje VIO), v katerem poučujejo TJ. V raziskavi je sodelovalo 122 učiteljev, ki poučujejo TJ v OŠ. Rezultati niso pokazali statistično značilnih razlik v pogostosti rabe formativnega spremljanja učenčevega napredka, so pa se pokazale razlike v raznoliki rabi njegovih strategij. Pri tem so najbolj izstopali učitelji, ki poučujejo TJ v 2. in/ali 3. VIO, in tisti, ki ga poučujejo več kot 15 let ter so po izobrazbi učitelji TJ in učitelji TJ (z modulom za poučevanje TJ v 1. VIO). Ugotovili smo, da se učitelji TJ, ter tisti, ki poučujejo TJ dlje časa, pogosteje poslužujejo tradicionalnih načinov spremljanja učenčevega napredka, medtem ko se učitelji RP (z modulom) in učitelji TJ (z modulom) ter tisti, ki poučujejo TJ krajši čas, pogosteje poslužujejo še drugih načinov, s čimer se bolj približajo formativnemu spremljanju znanja učencev.In the master\u27s thesis we focused on teachers\u27 attitudes to formative assessment of pupils’ foreign language progress in the primary school. In the theoretical part we first presented traditional methods of pupil’s assessment progress. The main part deals with the formative assessment and its use in the foreign language lessons. In the empirical part of the master\u27s thesis we examined the foreign language teachers’ attitudes, who teach in the primary school, to the formative assessment of the pupil\u27s progress. Additionally, we were interested in the existence of differences in terms of teachers\u27 education, years of teaching, and educational level of teaching foreign languages. The study involved 122 teachers who teach foreign languages at primary schools. The results showed that there were no statistically significant differences in the frequency of using formative assessment of pupil’s progress in regard to education, years of teaching, and the educational cycle of teaching foreign languages. However, differences were found in the diverse use of formative assessment strategies of pupil’s progress. Teachers who teach foreign language in the 2nd and/or 3rd educational period and teach foreign languages for more than 15 years, and are according to their education foreign language teachers, and foreign language teachers who finished a teacher training course for teaching foreign languages in the 1st educational cycle, stood out. The results showed that foreign language teachers (without a finished module) and those who teach foreign language for a longer period of time, used the traditional ways of pupil’s assessment progress more often, while class teachers and foreign language teachers with a finished teacher training course, and also those who teach foreign language for a short period of time, used other ways of pupil’s assessment progress more often. They used formative assessment strategies more frequently