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Аутор/Authors: Рада М. Шћепановић, Јасмина В. Милинковић
УДК: 37.091.3::51
ФОРМАТИВНО ВРЕДНОВАЊЕ ПОСТИГНУЋА У МАТЕМАТИЦИ И ОДАБИР ЗАДАТАКА
Апстракт: Вредновање математичких знања засновано је на вишеструким изворима информација. У савременоj наставној пракси посебно место има формативно вредновање математичких постигнућа ученика као интегрални део наставе, који подржава учење и пружа корисне информације наставницима и ученицима. Рад је посвећен анализи иновативних техника за вредновање у настави математике, које одсликавају промењену парадигму математичког образовања. Циљ рада је да истражи особености и импликације аутентичних техника вредновања и, у складу са тим, прављења избора задатака као инструмента вредновања. Методом теоријске анализе резултата истраживања аутентичних метода процена математичких знања, вештина и ставова утврђујемо критеријуме за избор задатака за вредновање математичких постигнућа ученика (усмереност за продубљену и проширену примену постојећих знања у различитом контекстима, више начина решавања, могућност истраживања). Дискурс је затим усмерен ка разматрању оригиналности критеријума вредновања задатака. У завршним разматрањима указујемо да се одабиром математичких задатака, ствара прилика за примену широког спектра аутентичних техника у вредновању математичких постигнућа ученика, и шире и дубље планира даљи ток наставе у когнитивном и мотивационом развоју ученика.
Кључне речи: дијагностичко вредновање, критеријуми вредновања, технике вредновања, инструменти вредновања, математички задатак.
FORMATIVE ASSESSMENT OF ACHIEVEMENTS IN MATHEMATICS AND SELECTION OF TASKS
Abstract: The evaluation of mathematical knowledge is based on multiple sources of information. In modern teaching practice, a special place has a formative evaluation of mathematical achievements of students as an integral part of teaching that supports learning and provides useful information to teachers and students. The paper is dedicated to the analysis of innovative evaluation techniques in mathematics teaching that reflect the changed paradigm of mathematics education. The aim of this paper is to explore the features and implications of authentic evaluation techniques and, accordingly, to make the choice of tasks as evaluation instruments. Using the method of theoretical analysis of research results of authentic methods for assessing mathematical knowledge, skills and attitudes, we determine the criteria for selecting tasks for evaluating students’ mathematical achievements (focus on in-depth and extended application of existing knowledge in different contexts, multiple solutions, research possibilities). The discourse is then directed towards considering the originality of the task evaluation criteria. In the final considerations, we point out that the selection of mathematical tasks creates an opportunity to apply a wide range of authentic techniques in evaluating students ‘mathematical achievements, and broader and deeper plans the further course of teaching in students’ cognitive and motivational development. We point out that by choosing mathematical tasks, it creates an opportunity to apply a wide range of authentic techniques in evaluating students’ mathematical achievements, and broader and deeper plans the further course of teaching in the cognitive and motivational development of students.
Keywords: diagnostic evaluation, evaluation criteria, evaluation techniques, evaluation instruments, mathematical task.
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