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HOW TO SHARE THE GUILT, OR ACTIVE EVALUTATION OF GROUP WORK

Vlatka Ivić   ORCID icon orcid.org/0000-0002-0722-4029 ; Filozofski fakultet, Osijek, L. Jagera 9
Aleksandra Pavličević ; II. gimnazija, Osijek

Puni tekst: hrvatski, pdf (270 KB) str. 107-116 preuzimanja: 1.697* citiraj
APA 6th Edition
Ivić, V. i Pavličević, A. (2007). KAKO PODIJELITI KRIVICU ILI SURADNIČKO OCJENJIVANJE GRUPNOGA RADA. Život i škola, LIII (17), 107-116. Preuzeto s https://hrcak.srce.hr/20905
MLA 8th Edition
Ivić, Vlatka i Aleksandra Pavličević. "KAKO PODIJELITI KRIVICU ILI SURADNIČKO OCJENJIVANJE GRUPNOGA RADA." Život i škola, vol. LIII, br. 17, 2007, str. 107-116. https://hrcak.srce.hr/20905. Citirano 13.04.2021.
Chicago 17th Edition
Ivić, Vlatka i Aleksandra Pavličević. "KAKO PODIJELITI KRIVICU ILI SURADNIČKO OCJENJIVANJE GRUPNOGA RADA." Život i škola LIII, br. 17 (2007): 107-116. https://hrcak.srce.hr/20905
Harvard
Ivić, V., i Pavličević, A. (2007). 'KAKO PODIJELITI KRIVICU ILI SURADNIČKO OCJENJIVANJE GRUPNOGA RADA', Život i škola, LIII(17), str. 107-116. Preuzeto s: https://hrcak.srce.hr/20905 (Datum pristupa: 13.04.2021.)
Vancouver
Ivić V, Pavličević A. KAKO PODIJELITI KRIVICU ILI SURADNIČKO OCJENJIVANJE GRUPNOGA RADA. Život i škola [Internet]. 2007 [pristupljeno 13.04.2021.];LIII(17):107-116. Dostupno na: https://hrcak.srce.hr/20905
IEEE
V. Ivić i A. Pavličević, "KAKO PODIJELITI KRIVICU ILI SURADNIČKO OCJENJIVANJE GRUPNOGA RADA", Život i škola, vol.LIII, br. 17, str. 107-116, 2007. [Online]. Dostupno na: https://hrcak.srce.hr/20905. [Citirano: 13.04.2021.]

Sažetak
In our work we wanted to design a method of evaluating group work where both the teacher and the students would be grading not only the final result of the work, but also the whole process of creating the outcome. We felt that by making our students active in the evaluation process we would raise their awareness of the responsibilities towards their own work and the work of the others. We also tried to help them experience the concerns of objective evaluation of every person individually.
Having compared the advantages and disadvantages of this method we concluded that the former outnumber the latter.
There is more involvement in the work because there is awareness that the results of the whole group, and thus the individual marks depend on each person’s commitment. The students also develop co-operational, co-ordination and organisational skills and the class dynamics changes for the better. Besides, most of the students learn how to help and support each other and how to resist the bad influence of the “trouble makers”. What’s more we feel that this kind of work develops the whole personality of the student enabling her/him to use and improve their multiple intelligences, especially inter- and intrapersonal intelligence.

Ključne riječi
group evaluation; self-evaluation

Hrčak ID: 20905

URI
https://hrcak.srce.hr/20905

[hrvatski]

Posjeta: 2.512 *