Samoevalvacija v slovenskih osnovnih šolah. (Slovenian)

SELF-EVALUATION IN SLOVENIAN ELEMENTARY SCHOOLS. (English)

The article begins by discussing key definitions of evaluation and self-evaluation by established authors at the Slovenian and international levels, and describing the factors that have globally contributed to self-evaluation in particular becoming an increasingly important integral part of evaluation processes and efforts in education. Text includes a presentation of the developments in Slovenia in the early 1990s, which gradually paved the way to an enhanced professional autonomy of teachers in planning and conducting learning activities, resulting in an increasing need for quality (self-)evaluation of educational institutions. In Slovenia, the latter has been developed and implemented mostly through various projects, but due to a lack of a common methodological and conceptual framework and corresponding legislative solutions, these have led to a fragmentation in educational practice. The second part of the text presents the results of a quantitative analysis aimed at establishing how selected primary schools in Slovenia conduct self-evaluation. Major differences are identified in the understanding and complexity of performing self-evaluation among the schools included in the research. It is concluded that one of the underlying reasons is an insufficient regulation of this area at the national level. [ABSTRACT FROM AUTHOR]

V prispevku uvodoma obravnavamo ključne opredelitve evalvacije in samoevalvacije uveljavljenih avtorjev iz slovenskega in mednarodnega prostora ter opisujemo dejavnike, ki so na globalni ravni vplivali, da je predvsem samoevalvacija v zadnjih 30 letih vse pomembnejši sestavni del evalvacijskih procesov in prizadevanj na področju vzgoje in izobraževanja. Predstavljamo tudi dogajanje v Sloveniji na začetku devetdesetih let, ki je postopoma odpiralo prostor večji učiteljevi strokovni avtonomiji pri načrtovanju in izvajanju pouka, zaradi česar se je vse bolj kazala potreba po kakovostni (samo)evalvaciji vzgojno-izobraževalnih ustanov. Slednja se je v našem prostoru razvijala in implementirala predvsem skozi različne projekte, ki pa so ob umanjkanju skupnega metodološkega in konceptualnega okvira ter ustreznih sistemskih rešitev vodili v razdrobljenost v vzgojno-izobraževalni praksi. V drugem delu besedila predstavljamo rezultate kvalitativne raziskave, s katero smo ugotavljali, kako izbrane osnovne šole v Sloveniji izvajajo samoevalvacijo. Ugotovili smo, da med šolami, ki so bile vključene v raziskavo, obstajajo velike razlike v razumevanju in kompleksnosti izvajanja samoevalvacije. Sklepamo, da je eden izmed razlogov za to tudi nezadostna sistemska ureditev tega področja na nacionalni ravni. [ABSTRACT FROM AUTHOR]

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