Povzetek: V besedilu so predstavljeni izsledki raziskave, ki je bila opravljena na vzorcu 429 študentov, vključenih v nekatere programe dodiplomskega in magistrskega študija na Filozofski in ...Pedagoški fakulteti UL. Študenti so odgovarjali na vprašanja o njihovih študijskih navadah, ki so povezane z opravljanjem izpitnih obveznosti. Izsledki kažejo, da le dobra četrtina študentov pri večini predmetov oz. praviloma pri vseh predmetih, ki jih zanimajo, preštudira izpitno literaturo ne glede na zahteve učitelja. Rezultati raziskave pa so hkrati pokazali, da pri študiju za izpitne obveznosti študentje izrazito sledijo zahtevam in pričakovanjem, ki jih nanje naslavljajo visokošolski učitelji, in študirajo tako in toliko, da zadostijo tem pričakovanjem. Pri tem je na podlagi dobljenih podatkov moč sklepati, da motivacija študentov ni zadostni pogoj, da bi ti predelali obvezno študijsko literaturo in s tem usvojili znanje, ki ga lahko prinaša samo tak študij. Zdi se, da je danes znanje, ki omogoča preseganje lastnega izkustva in pridobivanje razumevanja družbenega in naravnega sveta, celo na univerzitetnem študiju izgubilo ta pomen in postaja popreproščujoče preobraženo v spretnost, ki ljudem pomaga delovati, pri čemer se lahko celo izogne razmisleku o tem, kakšna naj bo pravzaprav vsebina uporabljenega znanja.
Spelling ability is one of the basic communication abilities. Students begin to systematically develop with the beginning of school. By the end of the first cycle of basic school, students should ...achieve eleven operational objectives connected to spelling ability. There is a lack of studies dealing with the assessment of students’ achievement of spelling ability. The paper presents the state of (un)achieved spelling ability for the tested third graders. The results have given (future) teachers the insight into the state of spelling ability and consequently an opportunity to consider in further educating students on individual orthographic subjects.
The paper explores the meaning of the learning outcome concept and its role in modern educational policies. The first hypothesis is that the learning outcome concept is a political construct without ...a clear definition. However, it can be understood within the context of modern regulation of educational systems, which place the concern for quality and transparent learning achievements of learner groups at the centre of their policies. Furthermore, the author argues that, despite a global shift towards the learning outcome approach, we can distinguish between two types of this approach. The first one is typical of countries who continue to manage their educational systems in a rather centralised manner, whilst the second is typical of countries with decentralised systems. National and transnational frameworks of qualifications, which have been very much in demand for the past few years, contribute their share to the popularisation of the learning outcome approach. Therefore, the discussion includes an analysis of the core functions and characteristics of modern frameworks of qualifications. The paper ends with a discussion on the relation between the learning outcome concept and systems for recognition of non-formal and informal learning, whilst suggesting certain dimensions in the complex issue of recognition of knowledge and skills obtained outside of the formal educational system.
