Formative assistance of 5th grade students in slovene lessons in primary school with lower educational standard

Formative monitoring enables for pupils to co-create learning process, be active, simultaneously evaluate their work and to be a part of quality feedback from both, the teacher and their classmates. That way, pupils are in the center of learning process, taking the responsibility for their work. This form of teaching and learning focuses on every individual’s process, who actively gets to know techniques and ways to get to the planned goal. Teachers main task is to support and guide pupils in their learning process with quality feedback that includes guidance and advising. We have systematically initiated and monitored all these features. We have included 10 students from 5th grade of adjusted educational program with lower educational standard into our research. We were figuring out if initiating elements of formative monitoring and assessment into Slovene class aids in the improvement of communicative abilities of pupils. We were also interested in pupil’s attitude to the Slovene class before and after initiating formative monitoring into the learning process. Based off of our observations we were trying to figure out if learning in the form of formative monitoring and evaluating is appropriate for 5th graders in adjusted educational program with lower educational standards. We concluded that this form of teaching and learning is very difficult for pupils, as it demands to constantly be active and focused. At the same time, it gives them motivation, as they like to monitor their own progress and the progress of their classmates. Improvement has been seen in all communicational activities. By comparing our evaluation of the achievement of the measurement elements, we have shown the difference between the initial and final level of communicational activities. Pupils have self-assessed their own motivation at the beginning and the end and this also improved. We have compared our own evaluations with pupil’s evaluations and they did not always match. Pupils were less critical about their own work, which is to be expected. We noticed that it is easier for pupils to assess someone else’s work more realistically, than their own. Besides educational improvement in listening, reading, speaking and writing, the results also show an improvement in relations to communicational activities at all students. We can conclude that 5th graders proved to be mature enough to take part in classes with elements of formative monitoring and assessment