Teacher's communication during oral assessment and grading

Cilj ovog diplomskog rada jest istražiti važnost nastavnikove verbalne komunikacije u procesu usmenog provjeravanja znanja i ocjenjivanja. Komunikacija nastavnika u nastavi važan je fenomen te se popriličan broj istraživanja bavi upravo njime. Ipak, nastavnikova komunikacija tijekom usmenog provjeravanja i ocjenjivanja nedovoljno je istražena, a od presudne je važnosti prilikom tog procesa. Istraživanje se bazira na promatranju i snimanju jednog sata usmenog provjeravanja znanja kod šest nastavnika te na intervjuima s istima. Kodirani materijali uspoređen je s odgovorima nastavnika. Istraživanje ima namjeru pružiti bolji uvid u područje komunikacije nastavnika prilikom usmenog provjeravanja i ocjenjivanja. Na konkretnim primjerima budući pedagozi i nastavnici mogu uvidjeti kako određeni oblik komunikacije funkcionira u praksi te kojim oblicima komunikacije nastavnici pribjegavaju. Najveća pažnja pridana je verbalnom načinu komunikacije (daje li nastavnik verbalne znakove u vidu potpitanja, ohrabrenja, kritike ili humora; postavlja li pitanja te na koji način daje povratne informacije).The aim of this paper is to research the value of teacher’s verbal communication in the process of oral assessment and grading. Due to the fact that teacher’s communication in class is an important aspect of education, quite a few research papers deal with that topic. On the other hand, teacher’s communication during oral assessment and grading is still not a wellenough researched phenomenon, despite the fact that it is a crucial aspect in the process of it. This research paper is based on evaluating and recording six teachers during one class of oral assessment, with the additional interviews with those teachers. The transcribed and coded materials have been compared with the teacher’s replies. This paper serves as a better insight into teacher’s communication during oral assessment and grading. Future pedagogues and teachers, as well as those in training, will be able to study real-life examples of communication to see how certain forms of communication work in class, as well as which forms of communication teachers choose to use during oral assessment and grading. The paper’s primary focus is verbal communication (whether the teachers give any verbal signs, such as additional questions, encouragements, critiques or humor, what type of questions do they ask, as well as in what way they give feedback to the students)