UVAJANJE E-PREVERJANJA ZNANJA PRI PREDMETU KEMIJA
The introduction of e-assessment of knowledge at Chemistry
Klavdija Jug
Osnovna šola Šmarje pri Jelšah
Majda Krajnc
Univerza v Mariboru, Fakulteta za kemijo in kemijsko tehnologijo
Povzetek
V prispevku je predstavljeno uvajanje elektronskega načina preverjanja znanja pri predmetu kemija v elektronskem učnem okolju Moodle na osnovni šoli v Šmarju pri Jelšah. Prikazane so priprave, sestavljanje vprašanj oziroma nalog, potek preverjanja ter tehnična izvedba in ovire, ki se pojavijo pri takšnem načinu preverjanja znanja (npr. nezadostno število razpoložljivih računalnikov, zasedenost računalniške učilnice, nezadostno računalniško predznanje učencev oziroma nabor ustreznih nalog ipd.).
Kreiranje različnih tipov vprašanj na različnih taksonomskih stopnjah zahteva veliko znanja, časa in truda, vendar se le-ta kmalu povrne, saj porabimo manj časa za popravljanje in analiziranje nalog v primerjavi s klasičnim načinom dela. E-preverjanje znanja je prednost za učitelja in učence; slednji namreč menijo, da so pri takšnem načinu preverjanja pod manjšim stresom.
Ključne besede: e-učno okolje, e-preverjanje znanja, Moodle, kemija.
Abstract
This paper presents the introduction of electronically assessing knowledge at the Šmarje pri Jelšah elementary school. Moodle, the electronic learning environment, was used for this purpose. The preparation, compilation of questions and tasks, and the assessment process are described, together with technical problems and obstacles that occurred due to an insufficient number of available computers, the unavailability of computer classrooms, the lack of computer knowledge by the pupils, and insufficient sets of appropriate tasks.
Creating different types of questions at different taxonomic levels requires a lot of skill, time, and effort, but the effort is soon recouped by the teacher spending less time prepairing and analysing tasks, in comparison with the conventional method of working. The electronic assessment of knowledge is advantageous for both the teacher and the pupils because they believe that such verification causes less stress.
Keywords: e-learning environment, e-assessment of knowledge, Moodle, chemistry.
