299 KB47 KB199220252020Šarić, MarjetaŠteh, Barbaraletnik:29številka:posebna temastr. 79-86COBISSID_HOST:14653443ISSN:2350-5141URN:URN:NBN:SI:doc-119WJWB2slDruštvo psihologov SlovenijePsihološka obzorja (Ljubljana)college studentseducational psychologyfeedbackformative assessmentformativno ocenjevanjehigher educationhigher education teacherspedagoška psihologijapovratna informacijasamoregulacijsko učenjesamouravnavanje učenjaself-regulated learningštudentivisokošolska pedagogikavisokošolski učiteljivisokošolsko izobraževanjeUveljavljanje formativnega ocenjevanja v visokošolskem izobraževanju| Implementation of formative assessment in higher education|Formative assessment has been generally acknowledged at all levels of education, including higher education. However, the empirical data on its use and effectiveness in higher education is scarce and inconclusive. The issue is an ambiguous understanding of formative assessment. Therefore, the main aim of this article is to contribute to the clarification of this concept by analysing its key characteristics. Formative assessment has to be embedded in the entire teaching and learning process. In this paper we focus on effectiveness of formative assessment and factors that influence its implementation in higher education. Teachers in higher education have an essential role in creating learning environments that enable quality formative assessment. This includes forming suitable tasks and challenges for students, giving them relevant feedback, as well as receiving, understanding and responding to the feedback from students themselves. Effective formative assessment empowers students to ask reflexive questions, evaluate the quality of their knowledge, and regulate their learning. Finally, we draw attention to the entire context as an important condition for implementation of formative assessment in higher education. The context includes the culture of an institution, the demands of an educationalprogramme, general assessment methods, and especially the qualifications of higher education teachers for accomplishing quality assessment. We proposed several key guidelines for establishing the conditions under which assessment can support students' learningFormativno ocenjevanje je na idejni ravni že dolgo prisotno tudi v visokošolskem izobraževanju, manj pa je empiričnih podatkov o njegovi uporabi in učinkovitosti v praksi. Vprašanje je, ali ga visokošolski učitelji enotno razumemo, zato je namen tega članka prispevati k jasnosti tega pojma, tako da so izpostavljene ključne značilnosti formativnega ocenjevanja. Formativno ocenjevanje mora biti vpeto v celoten proces poučevanja in učenja študentov. Posebna pozornost je namenjena učinkovitosti formativnega ocenjevanja in dejavnikom, ki so povezani z njegovim uvajanjem v visokošolsko izobraževanje. Visokošolski učitelji imajo pomembno vlogo pri oblikovanju takšnega učnega okolja, ki omogoča kakovostno formativno ocenjevanje. Pri tem je pomembno tako oblikovanje ustreznih učnih nalog in izzivov za študente kot dajanje ustreznih povratnih informacij ter sprejemanje, razumevanje in odzivanje nanje s strani študentov. Učinkovito ocenjevanje opolnomoči študente, da si postavljajo refleksivna vprašanja, presojajo kakovost svojega znanja in uravnavajo lastno učenje. Ne gre spregledati, da je pomemben dejavnik uspešnega vpeljevanja formativnega ocenjevanja v visokošolsko izobraževanje celoten kontekst, kultura visokošolske organizacije, zahteve programa, že uveljavljeni načini ocenjevanja, ipd., ter še posebej usposobljenost visokošolskih učiteljev za kakovostno ocenjevanje. Oblikovali sva nekaj ključnih vodil za vzpostavljanje takšnih pogojev, pod katerimi ocenjevanje podpira kakovosten študijTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaDruštvo psihologov Slovenije