Evaluation and grading criteria for art works of primary school pupils

U likovnoj kulturi, u razrednoj nastavi, ne postoji klasično ispitivanje znanja usmenim i pismenim testovima. Ocjenjivanje se provodi na temelju praktičnog učeničkoga rada – likovnoga rada. Osim davanja brojčane ocjene, učitelji bi trebali pratiti napredovanje učenika i opisnom bilješkom u dnevniku. Cilj je ovoga istraţivanja bio utvrditi koje su ocjene najviše zastupljene u nastavi Likovne kulture, koje elemente učitelji vrednuju na učeničkim likovnim radovima, sastavljaju li kriterije ocjenjivanja ili upotrebljavaju kriterije drugih osoba. Promatrano je hoće li doći do promjene u ocjeni kada učitelji1 ocjenjuju prema elementima koje sami postave te prema zadanima elementima od strane drugih osoba. Istraţivanje se provelo dvjema anketama s učiteljima razredne nastave. U istraţivanju je sudjelovao 101 ispitanik u prvoj anketi od kojih je 53 ispitanika sudjelovalo i u drugoj anketi. Rezultati istraţivanja pokazali su da učitelji dominantno pri vrednovanju upotrebljavaju urednost kao element vrednovanja te da postoji razlika u vrednovanju prema elementima koje učitelji samostalno postavljaju i prema unaprijed zadanim elementimaDuring primary school, there is no classical examination of knowledge through written and oral exams in Art. Grading is based on practical pupil work – artwork. Apart from grading with numbers, teachers sholud also keep track of pupils progress descriptively. The purpose of this research was to determine which grades are the most representend in Art, which elements in pupil artworks are importan to teacher for giving a grade, how grading criteria is made (by themselves or by somebody else). It is observed will teachers change grade when they are grading by someone else elements or they will give the same grade like when they where grading by their own elements. The research was conducted throught two surveys with primary school teachers. In the research, 101 respondents participated in the first survey. From that 101 respondents, 53 of them also participated in the second survey. This research showed that teachers predominantly use tidiness as an evaluation element and that there is a difference in the evaulation when teachers use their own elements and elements made by someone else