Povzetek

Namen članka je spodbuditi profesorje višjih in visokih šol, da prevetrijo svoje delo z vidika formativnega spremljanja pouka, drugače rečeno, z vidika procesa za izboljšanje učenja in poučevanja, kar je najpreprostejša definicija formativnega spremljanja pouka. Zanj je značilno, da v središču učnega procesa ni profesor, ampak študent, ki dobi nadzor nad celotnim učenjem, in to od načrtovanja ciljev, postavljanja meril in zbiranja dokazov o znanju do orodij za samoevalvacijo. Posebej pomembno je takojšnje prejemanje povratnih informacij v obliki nasvetov, ki spodbujajo višje kognitivne procese, kreativnost in kritično mišljenje; cilj tega pa je izboljšati znanje.

Ključne besede: formativno spremljanje, učni proces, visoka šola, 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.