Knowledge evaluation of pupils with a physical impairment at sport subject

Preverjanje in ocenjevanje znanja je načrtovan proces, s katerim učitelj, učenec in njegovi starši dobijo povratno informacijo. Učitelj dobi informacijo o rezultatu svojega dela, učenec in njegovi starši pa dobijo vpogled v učenčevo usvojeno znanje, v njegova močna in šibka področja. Učenec z gibalno oviranostjo zaradi specifičnih značilnosti in zmožnosti potrebuje za doseganje ciljev in napredovanje pri ocenjevanju prilagoditve. V diplomskem delu smo na podlagi študije primera prikazali ocenjevanje znanja učenca z gibalno oviranostjo pri predmetu šport. Ugotavljali smo, ali učitelj uporablja pri ocenjevanju znanja prilagoditve in različne načine ocenjevanja. Učitelja smo intervjuvali in pregledali smo dokumentacijo o izbranem učencu. Ugotovili smo, da učitelj za izbranega učenca uporablja prilagoditve vsebin, časa in prostora. Učencu prilagodi podlago, način izvedbe, skrajša oziroma podaljša mu razdaljo in čas ter izbere ustrezne pripomočke. V primerih, kjer učitelj ne more aktivnosti prilagoditi do te mere, da bi učenec lahko izkazal svoje znanje, aktivnosti zamenja s primernejšimi. Prav tako učitelj izbranemu učencu prilagaja kriterije ocenjevanja. Učitelj kriterije ocenjevanja prilagodi tako, da upošteva razvojne značilnosti učenca z gibalno oviranostjo, upošteva njegove najboljše zmožnosti. Pri ocenjevanju vsebin, kjer učenec zaradi omejitev ne more izkazati svojega znanja, se učitelj poslužuje različnih načinov ocenjevanja. Največkrat je to priprava plakata s področja obravnavane vsebine ali vloga sodnika.Assessment and evaluation of knowledge is a planned process, providing feedback for teachers, pupils and their parents. The teacher receives feedback on his work, while the pupil and his parents gain insight into the pupil’s acquired knowledge, his strong and weak areas. A pupil with a physical impairment requires for the achievement of goals and progress adjustments at evaluations due to special characteristics and abilities. Based on the case study, the following graduate paper presents evaluation of knowledge of a pupil with a physical impairment at the sport subject. For this purpose, we have determined whether the teacher uses adjustments and different evaluation methods at the evaluation of knowledge. We have interviewed the teacher and checked the documentation on the selected pupil. We found that the teacher uses adjustments of the content, time and space for the selected pupil. The teacher adjusts the ground, performance method, shortens or extends the distance and time and selects appropriate accessories. In cases where the teacher cannot adjust activities to such an extent that the pupil can demonstrate his knowledge, the teacher changes such activities with more appropriate ones. Moreover, the teacher adjusts the evaluations criteria for the selected pupil. The teacher adjusts evaluation criteria in a way to take into account the development characteristics of the pupil with a physical impairment as well as his best abilities. In evaluating the content, where the pupil, due to limitation, cannot demonstrate his knowledge, the teacher uses different evaluation methods. Usually, it is the preparation of posters on the content discussed or the role of a referee