Podpora učitelju pri notranji učni individualizaciji in diferenciaciji v prvem razredu osnovne šole ter spremljanju lastnega strokovnega dela: Preizkus temeljnih kompetentnosti otrok ob vstopu v šolo. (Slovenian)

The principle of learning individualization and related learning differentiation is one of the central principles in the Slovenian schools. Preizkus temeljnih kompetentnosti otrok ob vstopu v šolo (Performance indicators in primary schools: On-entry baseline assessment - PIPS; Vidmar and Zupančič, 2006a, 2007) helps the first-grade teacher to obtain information about students› characteristics in a systematic way, thus facilitating internal learning individualization. When performing the same test after one year the students› progress is monitored and this provides feedback for teachers' professional development. The instrument is the Slovenian version of the British assessment and measures early reading and early math competences. In the current study, the assessment was conducted individually with 328 Slovenian students at the beginning of the first grade and then a year later again with the same students. The PIPS instrument has a one-factor structure and adequate reliability. At the beginning of the first grade, students have to some extent developed concepts about reading, phonological awareness, letter identification, addition and subtraction skills, and numbers identification, and to a lesser extent reading. The differences among children in basic competencies are considerable, which indicates the importance and necessity of learning individualization in the first grade. After one year, significant improvement was observed in all the PIPS tasks. The PIPS assessment is potentially useful for teachers and schools in practice, but there are also certain challenges related with its use. [ABSTRACT FROM AUTHOR]

Načelo učne individualizacije in s tem povezane učne diferenciacije je eno od osrednjih načel v slovenskem šolskem prostoru. Preizkus temeljnih kompetentnosti otrok ob vstopu v šolo (Performance indicators in primary schools: On-entry baseline assessment - PIPS; Vidmar in Zupančič 2006a, 2007) učitelju v prvem razredu na sistematičen način pomaga pridobiti podatke o značilnostih učencev ter s tem olajša notranjo učno individualizacijo. Ob izvedbi istega preizkusa po enem letu učitelj skozi spremljanje napredka učencev dobi povratno informacijo za svoj profesionalni razvoj. Gre za slovensko različico britanskega preizkusa, ki meri (pred)bralne in matematične kompetentnosti. V raziskavi smo preizkus izvedli individualno s 328 slovenskimi učenci ob začetku prvega razreda in nato leto pozneje ponovno z istimi učenci. Preizkus temeljnih kompetentnosti otrok ob vstopu v šolo ima enofaktorsko strukturo in ustrezno zanesljivost. Učenci imajo ob vstopu v prvi razred do določene mere razvite bralne pojme, fonetično zavedanje, prepoznavanje črk, spretnosti seštevanja in odštevanja ter prepoznave številk, v manjši meri pa tudi branje. Razlike med otroki v temeljnih kompetentnostih so precejšnje, kar kaže na pomembnost in nujnost učne individualizacije pri poučevanju v prvem razredu. Po enem letu se je pokazal pomemben napredek v dosežkih pri vseh nalogah. Predstavljeni preizkus je potencialno uporaben za učitelje in šole v praksi, so pa z njegovo uporabo povezani tudi določeni izzivi. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Contemporary Educational Studies / Sodobna Pedagogika is the property of Association of Slovenian Educationalists and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)