Povzetek

Namen ?lanka je spodbuditi profesorje vi�jih in visokih �ol, da prevetrijo svoje delo z vidika formativnega spremljanja pouka, druga?e re?eno, z vidika procesa za izbolj�anje u?enja in pou?evanja, kar je najpreprostej�a definicija formativnega spremljanja pouka. Zanj je zna?ilno, da v sredi�?u u?nega procesa ni profesor, ampak �tudent, ki dobi nadzor nad celotnim u?enjem, in to od na?rtovanja ciljev, postavljanja meril in zbiranja dokazov o znanju do orodij za samoevalvacijo. Posebej pomembno je takoj�nje prejemanje povratnih informacij v obliki nasvetov, ki spodbujajo vi�je kognitivne procese, kreativnost in kriti?no mi�ljenje; cilj tega pa je izbolj�ati znanje.

Klju?ne besede: formativno spremljanje, u?ni proces, visoka �ola, povratna informacija.

Abstract

The purpose of the article is to encourage high school and university professors to bring a breath of fresh air to their work from the perspective of formative teaching, in other words, the process of improving learning and teaching, which is the simplest definition of formative teaching. It is characterized by the fact that, at the heart of the learning process, it is not the professor but the student who gains control over all learning: from planning goals, setting criteria and gathering evidence of knowledge to self-evaluation tools. It is particularly important for the student to receive immediate feedback in the form of advice that encourages higher cognitive processes, creativity and critical thinking; the aim is to improve knowledge.

Keywords: formative monitoring, learning process, high school, feedback.