FORMATIVE MONITORING OF PUPILS IN PRIMARY SCHOOL

Formativno spremljanje ima v današnjem casu vedno pomembnejšo vlogo, saj pomeni bolj nazorno spremljanje slehernega ucenca ob pomoci in povratni informaciji ucitelja za doseganje optimalnega rezultata ucenca, primernega njegovim realnim zmožnostim. Konstruiranje znanja poteka ob procesu osmišljanja lastnih izkušenj. Pojmovanje bistva in nastajanja znanja temelji na prepricanju, da znanje ni nekaj, kar obstaja objektivno, neodvisno od tistega, ki spoznava, ampak je subjektiven konstrukt (zgradba), ki ga v procesu osmišljanja lastnih izkušenj ustvarja vsak posamezni ucenec. Proces formativnega spremljanja je osredotocen na ucenca, pri cemer ucenec razvija spretnosti in vešcine, ki vodijo v samostojno reševanje nalog. Vloga ucitelja je, da ucenca spremlja znotraj t. i. obmocja bližnjega razvoja, kar pomeni, da mu nudi ravno pravšnjo mero pomoci in vodenja. Na eni strani so ucenci v takšnem konstruktivisticnem okolju sooceni z izzivom, ki ga predstavlja samostojno odkrivanje koncepta, hkrati pa se ucijo, kako se uciti, razvijajo ter implementirajo strategije, ki so znacilne za samostojne mislece in ucence. Prav tako je bistvo konstruktivizma v pedagogiki poudarjanje nacina, procesa, ucencevega pridobivanja znanja oz. oblikovanja konstrukta. Za ucitelje, ki formativno spremljajo ucencevo znanje, je v veliki meri pomemben proces ucenja, to je proces, skozi katerega posameznik usvaja spretnosti, strategije in sredstva, s katerimi lahko ucinkovito izvede ucno nalogo. Pomembno je tudi, kdaj in kako se uporablja posamezna ucna strategija.Nowadays, constructivistic formative assessment has an increasingly important role, since it means a more exact following of every single learner with the teacher\u27s help and feedback in order to achieve the best result possible when compared to his abilities. An individual does not recieve the knowledge from the outside but constructs it with his own activity. The proces of constructing knowledge is built by giving meaning to one\u27s own experiences. Understanding the essence and the building of knowledge is based on a belief that knowledge is not something that exists objectively, independently from the one who is getting the experience and recognizing the meaninginstead, knowledge is a subjective construct which every single learner builds individually, throughout the process of giving meaning to thier own experiences. The process of formative assessment is focused on the learner, which can develop the skills for independent problem-solving. The teacher\u27s role is monitoring the learner inside the socalled close development, within which he offers him the right amount of help and guidance. On one hand, learners in this kind of constructivistic environment are confronted with a challenge of individually detecting and building the concept, and on the other, they learn how to learn, they develop and implement the strategies that are typical for independent thinkers and learners. Also, one of the main points of constructivism in pedagogy is emphasising the ways, the process, the learner\u27s generation of knowledge and production of the construct. For teaches who assess their learners\u27 knowledge formatively, a very important aspect is the process of learningthe process through which the individual creates skills, strategies, and means of effectively performing a learning task. It is also important when and how a certain learning strategy is used