Nacionalno preverjanje znanja pri predmetu zgodovina ; National examinations for the subject of history

Magistrsko delo obravnava nacionalno preverjanje znanja ob koncu 9. razreda pri predmetu zgodovina. Namen naloge je bil preučiti vsakoletne analize preverjanj znanja na področju zgodovine in skupaj z značilnostmi nacionalnega preverjanja znanja na državnem nivoju spoznati celoto nacionalnih preverjanj. Pri tem so bila v pomoč letna poročila nacionalnega preverjanja znanja, dostopna na spletni strani Državnega izpitnega centra (RIC), in članki poznavalcev takšnih preverjanj. V nalogi je raziskana zgodovina preverjanj, njihov namen in predvsem organiziranje ter priprava takšnih testov. V praktičnem delu naloge so predstavljeni rezultati vsakoletnih analiz pri predmetu zgodovina, opisane so primerjave in ugotovljene spremembe, ki so se dogajale vse do danes. Nacionalno preverjanje znanja smo v Sloveniji uvedli že leta 1997, vendar ga pod tem imenom poznamo šele od leta 2006, ko dobi informativno in formativno funkcijo, kot jo poznamo še danes, učenec pa lahko na tak način preveri svoje znanje oz. ga posledično izboljša. In prav to je največja prednost takšnih testov, saj je sama struktura preizkusa zgrajena tako, da se preverja celovito, splošno znanje učenca. Pomembno funkcijo ima učitelj, ki mora pri takšnem preverjanju znanja znati učence motivirati in jim snov razložiti, približati, narediti zanimivo, aktualno, ob tem pa še vedno predstaviti vsa pomembna dejstva, pojave, procese in osebe, ki jih preverja nacionalno preverjanje znanja. ; In this thesis, we discuss the national examination of students at the end of 9th grade in elementary schools, focused on the subject of History. The main aim of this work was to analyze the annual examinations in the field of history combined with the characteristics of a national examination at the national level and to get better acquainted with the whole concept of the national examinations. In doing so, I helped myself with the annual reports of the National testing website of the National Examinations Center (RIC) and with articles of connoisseurs of such examinations. I looked through the history of the examinations, what is their purpose and primarily how to organize and prepare such testing’s. In the practical part I collected the results of the annual history analysis, compared them and exposed differences which occurred still in the latest testing’s. National examinations in Slovenia were introduced in 1997, but under that name it is known only since 2006, when it gets informative in formative functions as it is known today. The learner can use it to check his knowledge and can in a way improve it. Precisely here is the biggest advantage of such tests, which examine comprehensive, general knowledge of the pupil ; the structure of the test is formed in such a good manner. An important function falls on the shoulders of the teacher, who in such examinations must be able to motivate learners, explain the theory in such a way that it is close to the pupils, interesting to them, but must not lose the relevant facts, events, processes and people, which are verified by the national examinations.