Základná škola ako perlorodka : prípadová štúdia prevzatia a spracovania národného testovania školskými aktérmi

Title: Základná škola ako perlorodka : prípadová štúdia prevzatia a spracovania národného testovania školskými aktérmi
Variant title
Primary school as an oyster : case study of the adoption and processing of national testing by school actors
Source document: Studia paedagogica. 2022, vol. 27, iss. 3, pp. [33]-62
Extent
[33]-62
  • ISSN
    1803-7437 (print)
    2336-4521 (online)
Type: Article
Language
Slovak
License: Not specified license
Abstract(s)
Príspevok sa zaoberá problematikou skúmania národných testovaní žiakov základných škôl. Špecificky si všíma dopady, ktoré školy znášajú ako nezamýšľané dôsledky testovania. Poskytuje základný vhľad do tejto formy systémovej evaluácie a jej osobitých znakov viazaných na slovenský kontext. Prináša prípadovú štúdiu autorského spracovania národných testovaní do podoby, v ktorej sa odráža interpretácia testovacieho nástroja konkrétnou základnou školou. Prostredníctvom dlhodobého zúčastneného pozorovania a rozhovorov s rôznymi účastníkmi testovania piatakov a deviatakov na bratislavskej škole zachytáva a opisuje tie aspekty procesu, ktoré sú viazané na špecifiká konkrétnej školy. Tieto odhaľuje a diskutuje z troch perspektív. V rámci procedúry testovania je odhalený pervazívny charakter tohto nástroja vzdelávacej politiky. Z perspektívy distribúcie moci sú pomenované zmeny vzťahov vnútri inštitúcie školy a tiež vo vzťahu k vonkajším inštitúciám. Zaznamené sú tiež rituály a tradície, ktoré si škola v súvislosti s testovaniami vytvorila.
The text contributes to the issue of examining national testing in primary schools. It specifically notes the consequences that schools suffer as unintended outcomes of testing. It provides a basic insight into this form of systemic evaluation and its specific characteristics related to the Slovak context. It offers a case study of the author's processing of national tests into a form that reflects the identity and specific nature of a particular primary school. Through long-term participatory observation and interviews with various participants in national testing of 5th and 9 th grade pupils at a Bratislava school, the text captures and describes those aspects of the process that are tied to the specific characteristics of a particular school. These are revealed and discussed from three perspectives. The testing procedure reveals the pervasive nature of this educational policy tool. From the perspective of power distribution, changes in relations within the school institution and in relation to external institutions are named. The rituals and traditions that the school has developed in connection with testing are also recorded.
Note
  • Text je súčasťou riešenia projektu VEGA 1/0303/22 "Descholarizácia a domáce vzdelávanie v nových sociálnych a pedagogických situáciách a kontextoch".
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