Spelling ability of sixth graders based on exam types

Pravopisna zmožnost pomeni obvladanje prvin in pravil pisanja danega jezika. Lahko bi rekli, da je pismen tisti, ki zna brati in pisati. Pismenost je dejavnost, ki pa vključuje seveda tudi druge številne človekove sposobnosti. Namen magistrskega dela z naslovom Pravopisna zmožnost šestošolcev glede na vrsto preverjanja znanja je bil z dvema različnima tipoma pisnega preverjanja znanja preveriti pravopisno zmožnost učencev na koncu drugega vzgojno-izobraževalnega obdobja. V teoretičnem delu so opisane vse štiri jezikovne dejavnosti, pojmi, vezani na pravopis in pravopisno zmožnost, ter predstavljeni različni tipi nalog in preverjanja znanja. Predstavljeni so tudi operativni cilji in standardi znanja iz učnega načrta za slovenščino v osnovni šoli (2011), povezani s pravopisno zmožnostjo učencev na koncu drugega vzgojno-izobraževalnega obdobja. V empiričnem delu so predstavljeni rezultati preverjanja pravopisne zmožnosti šestošolcev glede na vrsto preverjanja znanja. Uporabili smo deskriptivno in kavzalno neeksperimentalno metodo pedagoškega raziskovanja. Raziskavo smo izvedli na izbrani osnovni šoli v severovzhodni Sloveniji na vzorcu 63 šestošolcev. Pravopisno zmožnost učencev smo preverjali z dvema različnima tipoma testa znanja s pravopisnimi napakami, ki naj bi jih učenci ustrezno popravili. V obeh testih je bilo zajetih 21 operativnih ciljev, vezanih na pravopisno zmožnost na koncu drugega vzgojno-izobraževalnega obdobja. Najprej smo primerjali rezultate pravopisne zmožnosti šestošolcev glede na tip preverjanja znanja (primerjava za vsakega učenca posebej in za vse skupaj) ter ugotovili, v kolikšni meri tip preverjanja znanja vpliva na rezultate pri preverjanju. Zanimala nas je pravopisna zmožnost posameznih učencev in tudi primerjava uspešnosti glede na spol. Zanimala nas je tudi uspešnost doseganja posameznih ciljev iz veljavnega učnega načrta za slovenščino, vezanih na pravopisno zmožnostpreverili smo doseganje ciljev glede na tip preizkusa znanja, skupno pri vseh učencih in ločeno glede na spol. Z raziskavo je bilo ugotovljeno, da večina učencev delno dosega operativne cilje, vezane na pravopisno zmožnost ob koncu šestega razreda. Uspešnost se razlikuje na vrsto preverjanja znanja. Učenci so bili uspešnejši pri reševanju testa, ki je bil razdeljen na posamezne naloge, manj pa pri reševanju testa v obliki besedila. To je bilo pričakovano, saj so v preverjanju z nalogami navodila posameznih nalog učence usmerjala k posamezni pravopisni temi. Pokazale so se tudi razlike v pravopisni zmožnosti med deklicami in dečki. Uspešnejše so bile deklice.Orthographic ability describes the command of the elements and rules of writing of a given language. We could state that literacy is predicated on the ability to read and write. However, literacy is a term which also encompasses many other abilities. The aim of this master\u27s thesis, titled Spelling Ability of Sixth Graders Based on Exam Types, is to examine the orthographic ability of students at the end of the second educational stage using two different types of written examination. The theoretical part of the thesis describes four linguistic activities and terms relating to spelling and orthographic ability as well as various types of tasks and types of examination. Additionally, it also presents the operational goals and standards of the curriculum for the subject of Slovene (2011), which are relevant to the orthographic ability of students at the end of the second stage of education. The empirical part presents the results of examining the orthographic ability of sixth graders based on examination type. The method of pedagogical research used is descriptive and causal non-experimental. The research was carried out on a sample size of 63 sixth graders, on a predetermined grade school in northeastern Slovenia. The orthographic ability of students was observed with two types of exam, containing spelling mistakes, which they were asked to correct. Both tests contained 21 operational goals related to their orthographic ability at the end of their respective stage of education. I compared the results based on the type of examination for each student (both individually and comparatively to all results) and observed to which extent the examination type influences test results. A point of interest, aside from the difference in individual performance, was a comparison of performance based on student gender. We were also interested in how successfully the specific orthographic goals of the current curriculum were being met. We examined how these goals were being met based on examination type for all students and then again based on gender. The research showed that most students fulfilled operational goals at least partially. They were more successful in taking tests fragmented into smaller tasks as opposed to those where the task was presented in form of a text. This result was expected as the examination task instructions guided the students towards a specific ortographic theme. The results also displayed a difference in orthographic ability between the two genders, with girls proving to be more successful