The Slovenian General Matura Essay and the Reading Ability of the Literary Reader ; Maturitetni šolski esej in bralna zmožnost literarnega bralca

Based on curricular documents, literary didactic theory and PISA assessment, the first part of the article summarises several dimensions of the literary reader’s reading competence, especially the interlacement of emotional response, understanding, evaluation and relevant contextual knowledge. The article focuses on literary evaluation, which can be based on internal or external criteria. In the central part, it analyses the essay instructions for the Slovenian general Matura essay and investigates which knowledge or level of response is expected from candidates, as well as the reliability of the assessment instructions. In discussing the essay writing instructions, the article demonstrates that these instructions guide students towards content retelling and predictable answers, whereas an analysis of the discrepancies between the examiners’ assessments of content and language shows that detailed but unreliable assessment instructions do not contribute to assessment objectivity. In the conclusion, some changes are proposed, mainly concerning greater subjectivity in writing Slovenian general Matura essays and a more holistic, less analytical approach to their assessment. ; Članek v prvem delu na podlagi kurikularnih besedil, književnodidaktične teorije in raziskave PISA povzema razsežnosti bralne zmožnosti literarnega bralca, predvsem povezavo doživljanja, razumevanja in vrednotenja književnosti v povezavi s kontekstualnim znanjem. Osredotoča se na vrednotenje, ki lahko poteka na podlagi notranjih ali zunanjih meril. V osrednjem delu analizira esejska navodila na podlagi vprašanja, katero znanje oz. raven odziva pričakujejo od kandidatov, ter zanesljivost navodil za ocenjevanje. Članek s komentarjem navodil za pisanje eseja dokazuje, da navodila usmerjajo dijake predvsem k obnavljanju vsebine in k predvidljivim odgovorom, z analizo odstopanj med ocenami ocenjevalcev ob vsebinskih in jezikovnih postavkah pa, da podrobna, a nezanesljiva ocenjevalna navodila ne prispevajo k objektivnosti ocenjevanja. V sklepnem delu ...