{"?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-EJJI1C5E/4a954f6b-29d4-4970-8792-e17c63964352/PDF","dcterms:extent":"91 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-EJJI1C5E/995ef969-dde5-4d93-8533-a9c91507e05f/TEXT","dcterms:extent":"32 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-EJJI1C5E","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-M10OPZYO"},{"@xml:lang":"sl","#text":"Sodobna pedagogika"}],"dcterms:issued":"2008","dc:creator":["Ivanuš-Grmek, Milena","Javornik Krečič, Marija","Rutar Leban, Tina","Vršnik Perše, Tina"],"dc:format":[{"@xml:lang":"sl","#text":"letnik:59 = 125"},{"@xml:lang":"sl","#text":"številka:posebna izdaja"}],"dc:identifier":["ISSN:0038-0474","COBISSID:15951880","URN:URN:NBN:SI:doc-EJJI1C5E"],"dc:language":"sl","dc:publisher":{"@xml:lang":"sl","#text":"Zveza društev pedagoških delavcev Slovenije"},"dc:subject":[{"@xml:lang":"sl","#text":"gimnazije"},{"@xml:lang":"sl","#text":"ocenjevanje"},{"@xml:lang":"sl","#text":"preverjanje znanja"},{"@rdf:resource":"http://www.wikidata.org/entity/Q25497341"}],"dcterms:temporal":{"@rdf:resource":"2005-2025"},"dc:title":{"@xml:lang":"sl","#text":"Indikatorji demokratizacije ocenjevanja znanja v gimnazijskem izobraževanju|"},"dc:description":[{"@xml:lang":"sl","#text":"The following paper presents different aspects of the grading process in the Slovenian high school educational system (upper secondary - gymnasium). In the first part, the theoretical background of the issue is presented. Moreover, the same part defines terms such as examination and grading process as they are presented and analyzed in the contemporary literature. The second part of the paper presents results of the research study Evaluation of the gymnasium education with regard to complexity of curriculum, cohesion of knowledge and representativeness of goals, which was administered in 2005 and 2006. The main focus of the paper is put on the issue of democratization of the grading process. The subjective perspectives of gymnasium teachers and pupils on the grading process during school lessons is presented. The results show, that there is a relatively low rate of democratization present in the grading process of the gymnasium education. There are statistically significant differences between the answers of teachers and pupils and also between teachers teaching different subjects. In general, the paper shows that there is of high importance to put more attention on high-quality pedagogical qualification of the gymnasium teachers"},{"@xml:lang":"sl","#text":"Prispevek osvetljuje ocenjevanje znanja v slovenskem gimnazijskem izobraževanju z vidika sodobnih teženj, ki poudarjajo motivacijski namen ocenjevanja oz. stimulativno vlogo ocene ter sodelovanje učiteljev in dijakov pri odločanju o organizacijskih in vsebinskih vidikih ocenjevanja. V prvem delu članka sta zaradi nedvoumnosti opredeljena pojma preverjanje in ocenjevanja ter izpostavljeni različni vidiki demokratizacije procesa ocenjevanja, ki jih je moč zaslediti v strokovni literaturi. Drugi del prispevka prinaša odgovor na vprašanje, kako se ti momenti uresničujejo v naši vzgojno-izobraževalni gimnazijski praksi. Predstavljamo namreč nekatere izsledke raziskave Evalvacija gimnazijskega izobraževanja z vidika obsežnosti učnih načrtov, povezanosti znanja in zastopanosti ciljev, ki je bila opravljena v obdobju 2005-2006 na Pedagoškem inštitutu v Ljubljani. Na podlagi teh izsledkov lahko sklepamo, da so novejši koncepti ocenjevanja znanja v gimnazijskem izobraževanju slabo uveljavljeni. Rezultati prav tako kažejo na statistično pomembno razliko med ocenjevanjem učiteljev različnih predmetnih področij ter veliko razhajanje med mnenji o učiteljevem ravnanju v fazi ocenjevanja med učitelji samimi in njihovimi dijaki. Ugotovitve raziskave dokazujejo, da je (tudi) na nivoju gimnazijskega izobraževanja treba več pozornosti nameniti dobri pedagoški usposobljenosti gimnazijskih učiteljev"}],"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-EJJI1C5E","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-EJJI1C5E"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-EJJI1C5E/4a954f6b-29d4-4970-8792-e17c63964352/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":"Zveza društev pedagoških delavcev Slovenije"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-EJJI1C5E/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-EJJI1C5E"}}}}