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Daria Tot ; Učiteljski fakultet, Sveučilište u Zagrebu

Puni tekst: hrvatski pdf 329 Kb

str. 65-78

preuzimanja: 18.207



This work presents the results of a survey of students’ opinions
on important student-competence indicators, the quality of teaching and their own level of competence for its evaluation. The survey was carried out on a sample of 334 elementary school students from the counties of Primorje-Gorski Kotar, Istria, and Lika-Senj. The students evaluated the quality of teaching and learning throughout their past experience as well as the possibilities for the future. The greatest number of respondents believe that the teaching process is evaluated by frequent written and oral examinations which go very much against their wishes to be evaluated through student-teacher conversation in which a student puts questions and gives suggestions on how to improve teaching. They mostly disagree that they do not have enough competence to evaluate their teachers’ work. However, they partially agree that they still do not evaluate their work and achievements in the teaching process to a sufficient level.
Students consider that understanding and respecting oneself and others, together with successful independent learning and different types of problem solving, are the most important indicators of student competences. The students questioned assigned a relatively low rank to indicators directed at activities aimed at gaining the basic knowledge and skills needed to conduct small-scale research.
By means of a factor analysis, the seventeen indicators of contemporary student competence were divided into two groups: metacognitive competences, self-respect, recognising and solving a problem, the use of contemporary ICTand social skills, and the development of functional literacy, research skills and educational values.

Ključne riječi

elementary school; student-competence indicators; teaching and learning

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Podaci na drugim jezicima: hrvatski

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