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Title: KAKO OTROCI V OSNOVNI ŠOLI DOŽIVLJAJO OCENJEVANJE ZNANJA? Authors: ID Muhič, Barbara (Author) ID Krivec, Jana (Mentor) More about this mentor... Files: 5815$$Muhic_Barbara_Magistrska_naloga_FUDS.pdf (1,40 MB) MD5: 29BE80542918FB26E56A8C91569ECDB3   Language: Slovenian Work type: Master's thesis/paper Organization: FUDS - School of advanced social studies Abstract: V našem osnovnošolskem sistemu obstaja vedno preverjanje znanja na osnovi spraševanja, pisnega ocenjevanja znanja in projektnih nalog. Vsi ti dogodki vplivajo na učence tako, da jim vzbujajo neprijetne občutke strahu, stresa in celo tesnobe. Učenci v osnovnih šolah to doživljajo pogosteje v zadnjih letih. Izraziteje se je pokazalo v času pandemije (COVID-19) v letih od 2020 do 2022 in po njej, ko intenzivno doživljajo posledice stresa. V magistrski nalogi smo raziskovali, v kolikšni meri učenci v osnovni šoli doživljajo strah, stres in stiske zaradi ocenjevanja znanja. Želeli smo ugotoviti, kateri stresorji najbolj vplivajo na ocenjevanje znanja ter kako vplivajo na čustveno in miselno doživljanje učencev ob prejemu številčne ocene za izkazano znanje. Teoretični del magistrske naloge podrobno razjasni obstoječi način ocenjevanja v osnovni šoli in posledice delovanja strahu in stresa na funkcioniranje učencev. Največji poudarek je na izvoru in nastanku strahu in stresa ter na posledicah delovanja obeh na posameznika. V empiričnem delu naloge smo s pomočjo anketnega vprašalnika preverjali celostno sliko doživljanja strahu in stresa učencev v osnovni šoli pri pisnem in ustnem ocenjevanju znanja po posameznih triadah in spolu. Prikazali smo posledice doživljanja stresa v posameznih triadah. Ugotovili smo, da se med spoloma in po posameznih triadah razlikujejo vrste stresorjev, prav tako je različno doživljanje stresa z vedenjskega, miselnega in čustvenega vidika. Najvišji stres doživljajo učenci druge in tretje triade, dečki bolj kot deklice. Raziskava je pokazala, da strah in stres izhajata iz nestalnih delovnih navad, pritiska okolice in visoko zastavljenih osebnih ciljev, ki so nerealni glede na naučeno znanje. Večina učencev v osnovni šoli pri ocenjevanju in pridobljeni oceni doživlja različne psihične težave. Keywords: stres, stresorji, doživljanje stresa, ocenjevanje znanja, šola, anksioznost, depresija Year of publishing: 2023 PID: 20.500.12556/ReVIS-10026  Publication date in ReVIS: 24.10.2023 Views: 811 Downloads: 39 Metadata:    Cite this work Plain text BibTeX EndNote XML EndNote/Refer RIS ABNT ACM Ref AMA APA Chicago 17th Author-Date Harvard IEEE ISO 690 MLA Vancouver : Copy citation

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Secondary language

Language:	English
Title:	HOW DO CHILDREN EXPERIENCE ASSESSMENT IN PRIMARY SCHOOL?
Abstract:	In our primary school system, assessment of knowledge is always based on oral examination, written assessment of knowledge, and project work. All these events affect students by evoking in them unpleasant feelings of fear, stress and even anxiety. In the recent years, students in primary schools have been experiencing this more and more frequently (Bizjak, 2022, p.37). This was particularly evident during the pandemic (COVID-19) in the years from 2020 to 2022 and after it, when they clearly experience the consequences of stress. (Medveš, 2020) In the master's thesis, we focused on researching to what extent students in primary schools experience fear, stress and hardships due to knowledge assessment. We wanted to establish which stressors have the greatest influence on students’ knowledge assessment and how they affect their emotional and mental experience when receiving a numerical mark for the demonstrated knowledge. The theoretical part of the master's thesis explains in detail the existing method of knowledge assessment in primary schools and the consequences of the effects of fear and stress on the functioning of students. The most important part is the emphasis of the origin of fear and stress and the consequences of the effects of both on an individual. In the empirical part of the thesis, we comprehensively surveyed experiencing fear and stress on the side of students in primary schools during written and oral knowledge assessment based on individual triads and gender and with the help of a survey questionnaire. The consequences of experiencing stress are shown based on individual triads. We have established that the types of stressors and the experience of stress differ between the genders as well as by individual triads from the behavioural, mental and emotional aspect. The highest level of stress is experienced by students of the second and third triad, with boys leading before girls. The research has shown that fear and stress originate in unstable working habits, pressure from the environment and personal achievement of high-set goals that are unrealistic in relation to the acquired knowledge. Most students in primary school experience mental distress when being assessed and acquiring a mark.
Keywords:	stress, stressors, experiencing stress, knowledge assessment, school, anxiety, depression disorders.

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