PERENTS´ VIEW ON THE NATIONAL ASSESSMENT OF KNOWLEDGE AT THE END OF THE SECOND PERIOD

V magistrski nalogi prikazujemo stališča staršev do nacionalnega preverjanja znanja ob koncu drugega vzgojno-izobraževalnega obdobja. Pri tem nas zanimajo stališča staršev do upravičenosti nacionalnega preverjanja znanja, lastne seznanjenosti, spodbujanja otrok za priprave in dosežkov otrok pri nacionalnem preverjanju znanja. Podatki so bili zbrani s pomočjo anketnega vprašalnika. V raziskavi so sodelovali starši šestošolcev (n=209) naključno izbranih devetih osnovnih šol v Pomurski in Podravski regiji. Pridobljene podatke smo kvantitativno obdelali s pomočjo programa SPSS. Rezultati kažejo, da je dosežek otroka na nacionalnem preverjanju znanja za starše dobra povratna informacija o njegovem znanju, vendar menijo, da ne pokaže celostnega znanja, saj je preverjanje le pisno. Starši menijo, da so jim rezultati, ki jih otrok doseže na preverjanju znanja, predstavljeni na razumljiv način. Menijo pa, da so o načinu izvajanja preverjanja znanja premalo seznanjeni. Starši s končano osnovno šolo in starši, ki bivajo v Pomurski regiji, menijo, da imajo pri spodbujanju otrok na nacionalno preverjanje znanja v primerjavi z učitelji manjšo vlogo. Starši iz Pomurske regije v primerjavi s tistimi iz Podravske menijo, da jim pri pripravah otroka na preverjanje znanja ni potrebno sodelovati. Ugotovljeno je bilo, da je rezultat, ki ga otrok doseže na nacionalnem preverjanju znanja, za starše pomemben. Staršem s končano nižjo stopnjo izobrazbe je pomembno, da je otrokov rezultat, ki ga doseže na nacionalnem preverjanju znanja, v skladu z njihovimi pričakovanji oziroma da jih otroci z dosežki zadovoljijo.In the master’s thesis we show the views of parents on the National Assessment of Knowledge at the end of the second educational period. In doing so, we are interested in the views parents have about the viability of the National Assessment of Knowledge, their own awareness, encouraging children\u27s preparations, and the children\u27s achievements at the National Assessment of Knowledge. The data was collected using a survey questionnaire. The study involved parents of pupils in the sixth grade (n=209) in nine randomly selected elementary schools in the Pomurje and Podravje regions. We quantitatively analysed the data using SPSS. The results show that the accomplishment of the child at the National Assessment of Knowledge provides good feedback on the child’s knowledge for the parents, but they believe that the assessments do not demonstrate a comprehensive knowledge, seeing as they are in written form only. The parents believe that the results the child achieves at the assessment are presented in a comprehensive manner. It is their opinion, however, that they are under-informed about the methods used in exercising the assessments. Parents who have completed elementary education and those who reside in the Pomurje region believe that – in comparison to the teachers – they play a minor role in motivating children to prepare for the National Assessment of Knowledge. In contrast to parents who reside in the Podravje region, those residing in the Pomurje region believe that they are not required to participate in preparing the child for the assessment. It has been established that the child’s achievement at the National Assessment of Knowledge is important to parents. For parents who have completed the lower level of education, it is important that the child achieves scores that are in line with their expectations or at least satisfy them