Povzetek

V članku je prikazan praktičen primer uvedbe alternativnega preverjanja in ocenjevanja znanja pri načinu študija na daljavo na Visoki poslovni šoli Doba Maribor. Prav tako so predstavljena teoretična izhodišča, trendi in vpliv uvedbe takšnega načina preverjanja znanja na uspešnost izvedbe študija.

Članek je razdeljen na dva dela ter je pisan z institucionalnega vidika s ciljem prikaza prednosti alternativnega preverjanja in ocenjevanja znanja na študiju na daljavo. V prvem delu je predstavljenih nekaj teoretičnih osnov uveljavljenih avtorjev s tega področja, medtem ko je v drugem delu predstavljen praktični primer alternativnega preverjanja in ocenjevanja znanja s predstavitvijo nalog, oceno zadovoljstva ter uspešnosti študentov, učiteljice in institucije.

Različni avtorji s tega področja poudarjajo, da morajo biti študenti pri uvedbi novih/alternativnih načinov preverjanja in ocenjevanja znanja z njimi zelo natančno seznanjeni pred pričetkom posameznega predmeta. Pri študiju na daljavo, kjer so načini preverjanja in ocenjevanja znanja podprti še s sodobnimi tehnologijami, pa mora učitelj študenta za njihovo uporabo tudi pravočasno usposobiti.

Učitelji Visoke poslovne šole Doba Maribor pri študiju na daljavo največkrat uporabljajo online izpit ob odprti knjigi, izdelavo seminarskih in projektnih nalog v obliki individualnega ali skupinskega dela, skupinsko ocenjevanje pri skupinskih nalogah ter online dialoge in debate kot oblike sprotnega preverjanja in ocenjevanja znanja.

Na primeru je opisan predmet s področja komuniciranja in človeških virov, kjer so lahko študenti pridobili oceno s pomočjo novih, alternativnih načinov preverjanja in ocenjevanja znanja. Za tak način preverjanja se je odločilo kar 95,1 % študentov, ki so bili ustrezno motivirani in seznanjeni z novim načinom dela pri predmetu.

Članek ugotavlja, da je uporaba posameznih alternativnih načinov preverjanja in ocenjevanja znanja s strani študentov kot tudi učiteljev dobro sprejeta ter da hkrati spodbuja nove pristope k študiju, še posebej pri študiju na daljavo, kjer dodatne možnosti pristopov omogoča razvoj sodobnih tehnologij. Seveda o izbiri načina preverjanja in ocenjevanja še vedno odloči učitelj, ki pa mora skupaj z institucijo zagotoviti ustrezne pogoje za uvedbo le-teh tako z vidika pedagoške kot tudi stroškovne učinkovitosti.

Ključne besede: alternativni načini preverjanja in ocenjevanje znanja, študij na daljavo, primer iz prakse, analiza rezultatov

Abstract

The article presents a practical example of implementing alternative assessment in distance education at the College of Business Doba Maribor. The article further presents theoretical starting points, trends and effects of implementing such method of assessment on the successful implementation of the study process.

The article is divided into two parts and written from the institutional point of view with the aim of determining the advantages of alternative assessment in distance education. The first part presents several theoretical bases outlined by renowned authors from this field, while the second part presents a practical example of alternative assessment by means of presenting exercises, the satisfaction rate and the success rate of students, the teacher and the institution.

Different authors working in this field point out that in the implementation of new/alternative methods of assessment, students need to be informed about each detail of such assessment prior to the start of the course. In distance education, where assessment is supported by modern technologies, the teacher must additionally and on time train the students for using such technologies.

Teachers of the College of Business Doba Maribor usually conduct online exams with open books, while seminar and project work is prepared in the form of individual or group work, group assessment for group work and online dialogues and debates as a form of ongoing assessment.

The article presents the example of a subject from the field of communication and human resources, where students were able to obtain their grade by means of new and alternative methods of assessment. As much as 95.1% of students decided to choose such method of assessment, as they were appropriately motivated and acquainted with the new way of work.

The article establishes that the implementation of individual alternative methods of assessment has been well accepted by both students and teachers and that it at the same time facilitates new approaches to the study process, especially in distance education, where the development of modern technologies enables additional possibilities of approaching to the study process. The decision on the actual method of assessment still lies with the teacher. Together with the institution, he or she must establish appropriate conditions for implementing such approaches by considering both the educational and cost-related effectiveness of such implementation.

Key words: alternative assessment, distance education, practical examples, analysis of results