engleski

Docimological models in mother tongue teaching : an example of educational policy in the Republic of Croatia

In educational documents of the Republic of Croatia (National Curriculum Framework, Curriculum for Primary Schools), mother tongue has the most comprehensive timetable because, besides teaching the language, it serves as a base for learning other school contents. As a school subject Croatian language is stratified in four domains: language, literature, language expression and media culture, so students' knowledge is often assessed according to those domains. In Common European Framework of Reference for Languages (2001) guidelines docimologycal value systems are considered to be an important segment of improvement in language learning and individual assessment, in which we terminologically distinguish assessment, evaluation and validation. Since there are no standard forms of knowledge assessment in the Republic of Croatia, the teachers mainly define their own criteria of evaluation according to educational accomplishments and set outcomes of learning given in the National Curriculum. Therefore the aim of this work is to present the results of the research which show models according to which the teachers in primary and secondary school assess their students. There were 300 of Croatian language teachers included in the research. The hypothesis is that the most problems will appear in knowledge assessment of language expression and that teachers with less working experience in primary school will have more problems. The results were analyzed using the SPSS program by methods of variance analysis, χ2 – test and t-test.

docimologycal models; assessment; evaluation and validation of language knowledge; Croatian language learning and teaching

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