{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-3JKPXX4W/b59e8c0d-bc7b-49b6-8cdd-26c1a7eb09c4/PDF","dcterms:extent":"231 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-3JKPXX4W/dc0378ff-070b-464f-9fa7-634ffa23918e/TEXT","dcterms:extent":"0 KB"}],"edm:TimeSpan":{"@rdf:about":"2005-2025","edm:begin":{"@xml:lang":"en","#text":"2005"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-3JKPXX4W","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-OTYUOTZX"},{"@xml:lang":"sl","#text":"Šport (Ljubljana)"}],"dcterms:issued":"2021","dc:creator":["Dobovičnik, Luka","Kovač, Marjeta"],"dc:format":[{"@xml:lang":"sl","#text":"številka:1/2"},{"@xml:lang":"sl","#text":"letnik:69"},{"@xml:lang":"sl","#text":"str. 23-29"}],"dc:identifier":["ISSN:0353-7455","COBISSID:67266307","URN:URN:NBN:SI:doc-3JKPXX4W"],"dc:language":"sl","dc:publisher":{"@xml:lang":"sl","#text":"Fakulteta za šport"},"dc:subject":[{"@xml:lang":"en","#text":"assessment"},{"@xml:lang":"sl","#text":"dokazi"},{"@xml:lang":"en","#text":"evidence"},{"@xml:lang":"sl","#text":"ocenjevanje"},{"@xml:lang":"sl","#text":"odgovornost"},{"@xml:lang":"en","#text":"physical education"},{"@xml:lang":"en","#text":"responsibility"},{"@xml:lang":"en","#text":"sport"},{"@xml:lang":"sl","#text":"šport"},{"@xml:lang":"sl","#text":"športna vzgoja"},{"@xml:lang":"en","#text":"transformative judgement"},{"@xml:lang":"sl","#text":"transformativna presoja"}],"dcterms:temporal":{"@rdf:resource":"2005-2025"},"dc:title":{"@xml:lang":"sl","#text":"Transformativni pedagoški pristop pri ocenjevanju športne vzgoje|"},"dc:description":[{"@xml:lang":"sl","#text":"Many teachers wonder whether it is possible to assess knowledge by it becoming a trigger or a facilitator of learning. The answer to this question can be found in the transformative pedagogical approach. Its purpose is to encourage pupils to research and find solutions to the problems that arise in the acquisition of knowledge, critical thinking, observation and debate and in taking responsibility for their own learning and knowledge and, consequently, also for their assessment. To illustrate, the transformative pedagogical approach is presented through the example of three learning assignments in the class of physical education. Each assignment is analyzed from three aspects of transformative responsibilisation, subjectification and collaboration. This kind of approach does not represent a completely new didactic method, but merely denotes a different, more active preparedness of the pupils to cooperate in the learning process. It also means that a part of the learning process is transferred to the home environment in the form of so-called homework, while the product or other evidence of the pupil's progress can become an important part of the assessment of the pupil's knowledge. It is important that teachers change their conventional ideas of teaching and assessing knowledge since traditional methods of assessment - and with it numerous related errors - are still predominant in classes of physical education"},{"@xml:lang":"sl","#text":"Številni učitelji se sprašujejo, ali je mogoče ocenjevati znanje tako, da postane sprožilec oziroma pospeševalec učenja. Odgovor na to vprašanje ponuja transformativni pedagoški pristop. Njegov namen je spodbuditi učence k raziskovanju in iskanju rešitev za težave, ki se pojavljajo pri usvajanju znanja, h kritičnemu razmišljanju, opazovanju, razpravljanju in tako prevzemanju odgovornosti za lastno učenje in znanje ter posledično za oceno. Kot ponazoritev je transformativni pedagoški pristop predstavljen s primerom uporabe treh učnih nalog pri pouku športne vzgoje. Vsaka naloga je analizirana s tremi vidiki transformativne presoje - odgovornostjo, subjektivizacijo in sodelovanjem. Tak pristop ne predstavlja popolnoma nove didaktične metode, ampak le drugačno, bolj dejavno pripravljenost učencev za sodelovanje v učnem procesu. Pomeni tudi, da se del učnega procesa prenese v domače okolje v obliki t. i. domačih nalog, izdelek oziroma drugi dokazi o napredku učenca pa lahko postanejo pomemben del ocenjevanja učenčevega znanja. Ob tem je pomembno, da učitelji spremenijo svoje konvencionalne predstave o poučevanju in ocenjevanju, saj pri športni vzgoji še vedno prevladujejo tradicionalni načini ocenjevanja in številne z njim povezane napake"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-3JKPXX4W","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-3JKPXX4W"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-3JKPXX4W/b59e8c0d-bc7b-49b6-8cdd-26c1a7eb09c4/PDF"},"edm:rights":{"@rdf:resource":"http://rightsstatements.org/vocab/InC/1.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Univerza v Ljubljani, Fakulteta za šport"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-3JKPXX4W/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-3JKPXX4W"}}}}