Technical practicum products and teacher assessment literacy

Sklop tehniškega praktikuma v kontekstu vsebin tehnike in tehnologije temelji na praktičnem usposabljanju učencev/dijakov/študentov pomembnim tako za delo učitelja tehnike kot tudi nasploh za visoko izobražen tehniški kader. Učeči se seznanijo z najpomembnejšimi tehnološkimi postopki obdelave materialov, katerih končni cilj je izdelava konkretnih predmetov in modelov naprav v šolskih delavnicah oz. za to namensko prirejenih delih prostora. Učečemu je omogočeno, da načrtuje in ugotavlja ustreznost in primernost izbranih materialov in tehnoloških postopkov pri izdelavi izdelka. Seznani se in dela z merilnimi pripomočki, ročnimi orodji, različnimi stroji in napravami, ki jih bo uporabljal pri svojem delu. Pridobi si primerne delovne navade, izkušnje in spretnosti potrebne za samostojno delo. Hkrati razvija svojo ustvarjalnost in samostojnost pri individualnem in skupinskem delu. Kako vrednotiti izdelke nastale pri tehniškem praktikumu osnovnošolske tehnike in tehnologije (TiT) je kompleksno področje in zahteva večplastno obravnavo. V nastalem delu smo se osredinili le na razvojne značilnosti izdelka, nastajajočega v procesu snovanja podprtega s poznavanjem ocenjevalne pismenosti učitelja. V teoriji smo obravnavali konceptualno razsežnost ocenjevalne pismenosti kot ključne kompetence učitelja in kakšen je popis njihove ocenjevalne pismenosti. Izvedena je bila empirična raziskava za samoevalvacijo učiteljeve splošne kompetence ocenjevanja, na pripravo na ocenjevanje, kako dajejo učitelji povratno informacijo, na njihove prednostne naloge na področju strokovnega učenja in na to kako spremljajo načela ocenjevanja. Rezultate ankete smo potrjevali tudi preko študije primerov, kjer smo kriterijsko vrednotili fizične izdelke tehniškega praktikuma ciljno naravnanega za učence 6., 7. in 8. razreda. V praktičnem delu bomo prikazali, kako kvaliteten in zanesljiv je ta kriterij tudi v praksi. Kriterij smo namreč preizkusili na devetih različnih izdelkih. Rezultati pismenosti so bili gledano v celoti nadpovprečni glede na srednjo ocene lestvice. Zelo veliko pozornosti učitelji namenjajo temu, da ustvarjajo pravične pogoje za ocenjevanje za vse učence ter da skrbijo, da imajo v učilnici vsi učenci enake možnosti za učenje. Učitelji se trudijo učencem zagotavljati pravočasne in koristne povratne informacije in informacije za izboljšanje njihovega učenja. Kar se tiče ocenjevanja, učitelji ocenjevanje opravljajo v razumnem času, in sicer predvsem na način, da učenci razumejo rezultate ocenjevanja ter da imajo med ocenjevanjem priložnost izraziti svoje mnenje. Pomanjkljivosti slovenskih učiteljev TiT glede ocenjevalne pismenosti vidimo pri sodelovanju s starši in komentiranju ocen z drugimi učitelji. Pri ocenjevanju izdelkov tehniškega praktikuma po lastno zasnovanem kriteriju so bili zelo pozitivni. Nismo zaznali večjih odstopanj, razen na dveh postavkah (trdnost in natančnost). Če kriterij primerjamo recimo z DAP tool-om, vidimo, da imamo nekaj pomanjkljivosti. Nikjer nismo upoštevali napredka in lastne refleksije, kot je to upoštevano pri omenjenem kriteriju. Rezultati dela bodo uporabni za vse bodoče učitelje TiT, za učitelje, ki se želijo izobraziti in izboljšati in tudi za vse strokovne delavce, ki želijo delati na izobrazbi učiteljev.The set of technical practicum in the context of science and technology contents is based on practical training of pupils / students / students important both for the work of a technical teacher and in general for highly educated technical staff. Students get acquainted with the most important technological procedures of material processing, the ultimate goal of which is the production of concrete objects and models of devices in school workshops or. specially adapted parts of the space. The learner is enabled to plan and determine the suitability and suitability of selected materials and technological procedures in the manufacture of the product. He gets acquainted with and works with measuring tools, hand tools, various machines and devices that he will use in his work. Acquire the appropriate work habits, experience and skills needed for independent work. At the same time, he develops his creativity and independence in individual and group work. How to evaluate the products created in the technical practicum of primary school science and technology is a complex area and requires multi-layered treatment. In the resulting work, we focused only on the developmental characteristics of the product, created in the process of designing supported by knowledge of teacher assessment literacy. In theory, we considered the conceptual dimension of assessment literacy as a key competence of a teacher and what is the inventory of their assessment literacy. Empirical research was conducted to self-evaluate teachers\u27 general assessment competence, to prepare for assessment, how teachers give feedback, their priorities in the field of professional learning and how The set of technical practicum in the context of technical and technological contents is based on practical training of pupils / students / students important both for the work of a technical teacher and in general for highly educated technical staff. Students get acquainted with the most important technological procedures of material processing, the ultimate goal of which is the production of concrete objects and models of devices in school workshops or. specially adapted parts of the space. The learner is enabled to plan and determine the suitability and suitability of selected materials and technological procedures in the manufacture of the product. He gets acquainted with and works with measuring tools, hand tools, various machines and devices that he will use in his work. Acquire the appropriate work habits, experience and skills needed for independent work. At the same time, he develops his creativity and independence in individual and group work. How to evaluate the products created in the technical practicum of primary school science and technology) is a complex area and requires multi-layered treatment. In the resulting work, we focused only on the developmental characteristics of the product, created in the process of designing supported by knowledge of teacher assessment literacy. In theory, we considered the conceptual dimension of assessment literacy as a key competence of a teacher and what is the inventory of their assessment literacy. Empirical research was conducted to self-evaluate teachers\u27 general assessment competence, to prepare for assessment, how teachers give feedback, their priorities in the field of professional learning and how they monitor assessment principles.The results of the survey were also confirmed through a case study, where we evaluated the criteria physical products of a technical practicum targeted at 6th, 7th and 8th grade students. In the practical part we will show how high quality and reliable this criterion is in practice. Namely, we tested the criterion on 9 different products. They monitor assessment principles. The results of the survey were also confirmed through a case study, where we evaluated the criteria physical products of a technical practicum targeted at 6th, 7th and 8th grade students. In the practical part we will show how high quality and reliable this criterion is in practice. Namely, we tested the criterion on 9 different products. The literacy results were very positive overall. Teachers pay a lot of attention to creating fair conditions for assessment for all students and to making sure that all students in the classroom have the same learning opportunities. Teachers strive to provide students with timely and useful feedback and information to improve their learning. When planning assessment, teachers try to get support from students when they have difficulties in making their practical products. As far as assessment is concerned, teachers carry out assessment within a reasonable time, mainly in such a way that students understand the results of assessment and that they have the opportunity to express their opinion during assessment. We see the shortcomings of Slovenian science and technology teachers in terms of assessment literacy in working with parents and commenting on grades with other teachers. They were very positive in evaluating the products of the technical practicum according to their own criteria. No major deviations were detected, except on two items (strength and accuracy). However, if we compare the criterion with, say, the DAP tool, we see that we have some shortcomings. Nowhere did we take into account progress and our own reflection, as is the case with the mentioned in criterion. The results of the work will be useful for all future science and technology teachers, for teachers who want to be educated and improved, and also for all professionals who want to work on teacher education