Vidusskolas mācību pamatkursa “Vēsture I” plānošana un vērtēšana
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Latvijas Universitāte
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lav
Abstract
Maģistra darba “Vidusskolas mācību pamatkursa “Vēsture I” plānošana un vērtēšana” mērķis ir izpētīt, kā vēstures pamatkursā “Vēsture I” skolēnu sniegums atbilst izglītības standartā noteiktajiem sasniedzamajiem rezultātiem. Lai sasniegtu pētījuma mērķi, tika izmantotas vairākas pētniecības metodes: kontentanalīze, daļēji strukturētā intervija un fokusgrupas diskusija. Pētījumā atklājās pretruna starp programmas paraugā definētajām prasībām attiecībā uz skolēnu sniegumu un to, kā šīs prasības tiek konkretizētas un īstenotas pedagogu izstrādātajos temata plānos. Iegūtie rezultāti apliecina nepieciešamību pēc skaidrākiem mācību rezultātu formulējumiem un saskaņotākas vērtēšanas prakses, īpaši pamatkursa “Vēsture I” ieviešanas sākumposmā. Darbs sniedz arī izstrādātus paraugus tematiskajam plānojumam un summatīvajam darbam, kas balstīti uz noteiktajiem sasniedzamajiem rezultātiem.
The aim of the master’s thesis “Planning and assessment of secondary level basic course “History I”” is to explore how the performance of students in the “History I” basic course is consistent with the learning outcomes set out in the educational standard. Several research methods were used to achieve the goal of the study: content analysis, semi-structured interview and focus group discussion. The master’s thesis revealed a contradiction between the performance requirements for students defined in the model programme and how these requirements are concretised and implemented in the thematic plans developed by teachers. The results obtained demonstrate the need for clearer formulations of learning outcomes and a more coherent evaluation practice, especially in the early stages of the introduction of the new basic course. The work also provides developed templates for thematic planning and summary work based on the defined learning outcomes.
The aim of the master’s thesis “Planning and assessment of secondary level basic course “History I”” is to explore how the performance of students in the “History I” basic course is consistent with the learning outcomes set out in the educational standard. Several research methods were used to achieve the goal of the study: content analysis, semi-structured interview and focus group discussion. The master’s thesis revealed a contradiction between the performance requirements for students defined in the model programme and how these requirements are concretised and implemented in the thematic plans developed by teachers. The results obtained demonstrate the need for clearer formulations of learning outcomes and a more coherent evaluation practice, especially in the early stages of the introduction of the new basic course. The work also provides developed templates for thematic planning and summary work based on the defined learning outcomes.