Verbal assessment of knowledge using interactive board software

Blanka Kojc
[email protected]
OŠ Ljudski vrt Ptuj

Predstavitev

Povzetek

Interaktivne table v učnem procesu postajajo del vsakdanjika. Vključujem jih v posamezne etape učnega procesa. Pouk, v katerega smiselno didaktično vključujemo interaktivnost table, veliko bolj motivira učence, saj omogoča nazornejše podajanje učne snovi in aktivnost učencev. Prav te lastnosti table so me vzpodbudile k razmišljanju, da uporabim i-tablo tudi kot pomočnika pri ustnem ocenjevanju.
V prispevku je prikazan primer uporabe i-table pri ustnem ocenjevanju znanja pri pouku naravoslovja v šestem razredu. Opisan je potek ustnega ocenjevanja znanja, nekaj primerov vprašanj na različnih taksonomskih ravneh, način posredovanja povratne informacije učencu o uspešnosti njegovega odgovora in opredelitev ocene.
Predstavljena je tudi evalvacija tako izpeljanega načina ustnega ocenjevanja.
Opisan pristop k ustnemu ocenjevanju omogoča učencu nazornejšo in učinkovitejšo povratno informacijo o uspešnosti njegovega odgovora ter objektivno ustno ocenjevanje. Ostali učenci v oddelku med ustnim ocenjevanjem aktivno sledijo vprašanjem in istočasno preverjajo svoje znanje. Gradivo, ki nastane, je shranjeno in dostopno tudi staršem. Ta način ocenjevanja so učenci odlično sprejeli.

Ključne besede: interaktivne table, ustno ocenjevanje znanja

Abstract

Interactive boards are becoming a part of daily routine in the learning process and I include them in different stages. The lessons, during which I use the interactive board, are more motivating for pupils, since they enable a more detailed presentation of the learning material and make the pupils more active. The mentioned features of the interactive board have inspired me to think about how to use it as an accessory in the verbal assessment of knowledge.
The article presents an example of interactive board use during the verbal assessment of knowledge at science class in the 6th grade. A description of the verbal assessment process is given, along with a few examples of questions on various taxonomic levels, the way of giving feedback to pupils about the adequacy of their answers and the explanation of their grade. The evaluation of such verbal assessment of knowledge is presented as well.
The described approach to the verbal assessment of knowledge enables the pupil to get a more detailed and efficient feedback about the adequacy of his answers and makes the process of assessment more objective. Other pupils can actively participate in the whole process, pay attention to questions and at the same time check their knowledge as well. The data gathered are saved and accessible to parents. The pupils have greatly accepted such way of verbal assessment.

Key words: interactive board, verbal assessment of knowledge