Formativno ocenjivanje u fizičkom vaspitanju i njegov odnos prema nivou pažnje dece osnovnoškolskog uzrasta
Sažetak
Uvod: Cilj ovog istraživanja bio je da se analizira povezanost između percepcije učenika osnovnih škola o primeni formativnog ocenjivanja od strane nastavnika fizičkog vaspitanja i nivoa njihove pažnje. Metode: U ovoj deskriptivnoj transverzalnoj studiji, koja je obuhvatila 172 učenika, pažnja je procenjena testom Percepcija sličnosti i razlika, a praksa nastavnika u formativnom ocenjivanju putem upitnika o uspešnosti nastavnika koji je u vezi sa praksom formativnog ocenjivanja i čiji su rezultati validirani. Rezultati: S obzirom na pol, Studentov t-test nije pokazao značajne razlike, osim u broju grešaka u korist dečaka (p < .05). S obzirom na nivo pažnje, nađene su statistički značajne razlike u metakognitivnom (p < .05) i retrospektivnom (p < .05) formativnom ocenjivanju u korist onih sa nižim nivoom pažnje. Međutim, test linearne regresije pokazao je negativnu povezanost između pažnje i metakognitivnog formativnog ocenjivanja (R2 = .28). Zaključak: Može se zaključiti da je niži nivo pažnje izgleda povezan sa povišenom percepcijom učenika osnovnih škola o primeni metakognitivnog ocenjivanja koje je povezano sa internom obradom informacija i sa primenom retroaktivnog ocenjivanja, što je povezano sa pretpostavljenim teškoćama u učenju. Imajući u vidu značaj formativnog ocenjivanja u procesu nastave i učenja, bilo bi preporučljivo da se uključi celokupna obrazovna zajednica, kako bi se podstaklo interesovanje nastavnika, jer ono pruža suštinska znanja u njihovom profesionalnom radu, doprinosi unapređenju akademskog razvoja i sveobuhvatnoj obuci sve dece školskog uzrasta.
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