{"id":45073,"date":"2024-10-09T09:56:05","date_gmt":"2024-10-09T07:56:05","guid":{"rendered":"http:\/\/kutsekoda.ee\/?p=45073"},"modified":"2024-10-18T16:52:00","modified_gmt":"2024-10-18T14:52:00","slug":"oiged-hindamismeetodid-motiveerivad-oppima-enda-jaoks","status":"publish","type":"post","link":"https:\/\/kutsekoda.ee\/en\/oiged-hindamismeetodid-motiveerivad-oppima-enda-jaoks\/","title":{"rendered":"\u00d5iged hindamismeetodid motiveerivad \u00f5ppima enda jaoks"},"content":{"rendered":"\n

Ida-Soome \u00dclikooli matemaatika \u00f5ppej\u00f5ud viisid l\u00e4bi julge muudatuse ning v\u00f5tsid eksami asemel kasutusele \u00fcli\u00f5pilaste eneserefleksiooni \u2013 tudengid ise anal\u00fc\u00fcsivad oma edusamme ning panevad endale kursuse l\u00f5pus hinde. Tulemused n\u00e4itavad, et meetod soodustab \u00f5ppimist, ent seda saab rakendada vaid juhul, kui ka enesehindamist on tudengitele \u00f5petatud.<\/strong><\/p>\n\n\n\n\n\n\n\n

Kutsekoja konverentsil \u201eElukestva \u00f5ppe paradoksid\u201c<\/a> esinedes r\u00e4\u00e4kis Ida-Soome \u00dclikooli matemaatikalektor Johanna R\u00e4m\u00f6<\/strong>  uuringust, kus Soome \u00fclikoolide vilistlastel paluti viis aastat p\u00e4rast l\u00f5petamist hinnata, milliseid oskusi  nad oma t\u00f6\u00f6elus enim vajavad. K\u00f5ige sagedamini nimetati oskust \u00f5ppida uusi asju, enesejuhtimise oskust, probleemide lahendamise oskust, anal\u00fc\u00fcsioskust, koost\u00f6\u00f6oskust, loovust. Nimetati ka erialaseid teoreetilisi teadmisi, ent need paigutusid tekkinud loetelus alles 12. kohale.<\/p>\n\n\n\n

Johanna R\u00e4m\u00f6  t\u00f5des, et traditsioonilises akadeemilises \u00f5ppet\u00f6\u00f6s, v\u00e4hemalt matemaatika \u00f5petamise puhul, ei ole olulist kohta nende oskuste \u00f5petamisel, mida hilisemas t\u00f6\u00f6elus enim vajatakse. P\u00f5hir\u00f5hk on teoorial, mida \u00f5pitakse loenguid kuulates ning iseseisvalt materjale l\u00e4bi t\u00f6\u00f6tades. Kursuse l\u00f5pus sooritatakse teooriaeksam.<\/p>\n\n\n\n

R\u00e4m\u00f6 ning tema kolleegid otsustasid traditsioone murda. \u201eTahtsime teha \u00f5ppimiskeskkonna tudengikeskseks, et oleks v\u00e4hem hierarhiat, rohkem praktilist \u00f5ppimist, et tudengid \u00f5piksid oskusi, mida on p\u00e4riselt tarvis,\u201c selgitas ta.<\/p>\n\n\n\n

\u00d5pipoisi\u00f5pe parandas \u00f5ppimise kvaliteeti<\/strong><\/p>\n\n\n\n

Kasutusele v\u00f5eti \u00f5pipoisi\u00f5pe, mille idee on, et \u00f5pikeskkond sarnaneb t\u00f6\u00f6maailmaga ning tudengid teevad samu tegevusi, mida teevad eksperdid. Selleks kujundati koost\u00f6ine \u00f5ppimiskeskkond, kus kesksel kohal on tuutor\u00f5pe. R\u00e4m\u00f6 selgitas, et tuutoriteks on vanema kursuse tudengid, kes ise veel h\u00e4sti m\u00e4letavad, millised raskused neil uue materjali omandamisel tekkisid. Tuutorite \u00fclesanne on kuulata ja k\u00fcsimusi esitada, anda eeskuju, kuidas t\u00f6\u00f6d teha, kuidas alustada probleemilahendust, mida teha, kui ei leia infot, kuidas liikuda edasi, kui oled jooksnud ummikusse.<\/p>\n\n\n\n

Ka f\u00fc\u00fcsiline \u00f5pikeskkond kujundati \u00fcmber: \u00f5ppimisalad toodi matemaatikaosakonna peahalli. Loodi v\u00f5imalus \u00fchiselt mugavalt kokku istuda ning kirjutada arvutusk\u00e4ike erinevatele t\u00f6\u00f6pindadele.  Sealsamas liikusid \u00f5ppej\u00f5ud, kes tihti laudkondadega m\u00f5tteid vahetama j\u00e4id. \u201eTekkis kommuun, inimesed n\u00e4gid \u00fcksteist tegelemas matemaatikaga. Matemaatika muutus n\u00e4htavaks ja ligip\u00e4\u00e4setavaks,\u201c r\u00e4\u00e4kis R\u00e4m\u00f6.<\/p>\n\n\n\n

Tulemuseks oli \u00f5ppimise kvaliteedi paranemine, \u00f5piti rohkem s\u00fcvitsi, loodi seoseid, v\u00e4hem oli p\u00e4he tuupimist ja teadmiste killustatust. Ent kursuse l\u00f5pus ootas tudengeid ikkagi traditsiooniline kirjalik eksam. \u201eMuutsin k\u00f5ike, aga mitte hindamist oma kursusel. L\u00f5puks ma ikkagi ajasin tudengid kaheks tunniks auditooriumisse kokku kirjalikku eksamit tegema. See oli vastuolus \u00f5ppimiskeskkonnaga, kus omandati oskuseid, mis on vaja p\u00e4riselus \u2212 hindamine ei olnud sellele suunatud.\u201c<\/p>\n\n\n\n

Hindamist muuta tundus riskantne, kuna tundus, et eksam on parim meetod m\u00f5\u00f5tmaks, kas \u00f5ppijad on kursuse l\u00f5puks teoreetilised teadmised omandanud.  Konverentsil esinedes s\u00f5nas R\u00e4m\u00f6, et kuigi eksamid v\u00f5ivad tunduda objektiivse m\u00f5\u00f5tmisvahendina, siis tegelikult need seda ei ole: \u201e\u00dckski hindamismeetod ei \u00fctle, mida tudeng oskab. Ka siis, kui ta sooritab eksami h\u00e4sti, ei tea ma, kas ta tegelikult omandas kursuse kestel teatud oskused v\u00f5i lihtsalt \u00f5ppis eksamiks asjad p\u00e4he.\u201c<\/p>\n\n\n\n

Mis on hindamise eesm\u00e4rk?<\/strong><\/p>\n\n\n\n

Hindamine k\u00e4ivitab \u00f5ppimise, \u00fctles R\u00e4m\u00f6. Kui kursuse l\u00f5pus tuleb teha eksam, siis \u00f5pitakse eksamiks. Ent see ei peaks nii olema: selle asemel, et keskenduda \u00f5ppimise hindamisele, tuleks m\u00f5elda \u00f5ppimist toetavast hindamisest. \u201eEnamgi veel, peaksime m\u00f5tlema hindamisest kui \u00f5ppimisest. Seega on hindamisel kaks eesm\u00e4rki \u2013 see on \u00f5ppimisv\u00f5imalus \u00f5ppuritele ning see m\u00f5\u00f5dab nende \u00f5ppimist. \u00d5ppijatel peab olema aktiivne ja reflektiivne roll,\u201c arutles R\u00e4m\u00f6.  <\/p>\n\n\n\n

Hindamise muutmiseks oli tarvis lahti m\u00f5testada, mida t\u00e4hendab endale \u00f5ppimine ning milliseid oskusi \u00f5ppija selleks vajab. Ida-Soome \u00dclikooli matemaatika \u00f5ppej\u00f5ud j\u00f5udsid t\u00f5demuseni, et kui tahame, et inimene \u00f5piks endale, peab ta end ka ise hindama. \u201eEnesehindamisel on v\u00e4ga oluline roll elukestvas \u00f5ppes. See on elukestva \u00f5ppe p\u00f5hikomponent. Kui meie \u00f5pilased l\u00f5petavad ja l\u00e4hevad ellu, ei ole seal eksameid ega kedagi, kes neid pidevalt hindaks. Nad peavad olema v\u00f5imelised ise oma oskusi hindama, et \u00f5ppida ja areneda,\u201c selgitas R\u00e4m\u00f6.<\/p>\n\n\n\n

Enesehindamine on keerukas protsess<\/strong><\/p>\n\n\n\n

Nii v\u00f5tsidki R\u00e4m\u00f6 ja tema kolleegid oma kursusel eksami asemel kasutusele tudengite enesereflektsiooni. Enesehindamist praktiseeritakse kogu kursuse v\u00e4ltel. Tudengid teevad igal n\u00e4dalal \u00fche enesehindamise harjutuse. Kirjalikele t\u00f6\u00f6le lisaks toimuvad hindamisarutelud \u00f5ppija ning \u00f5ppej\u00f5u vahel, mis annavad tudengile tagasisidet \u00f5ppimise parandamiseks ja enesehinnangu kujundamiseks. Kursuse l\u00f5pus kirjutavad \u00f5ppurid pikema reflektsiooni, toetudes varasematele harjutustele. \u00dclesanne on anal\u00fc\u00fcsida oma arengut: mis valmistas kursuse alguses raskusi, aga on n\u00fc\u00fcdseks omandatud, kuidas \u00f5ppija teab, et ta n\u00fc\u00fcd oskab (nt \u201esuudan teemat teistele selgitada, j\u00e4relikult m\u00f5istan seda\u201c), mis aitas \u00f5ppida, milliste teemadega on vaja veel t\u00f6\u00f6d teha jne.<\/p>\n\n\n\n

V\u00e4ga oluline on seegi, et reflektsiooni kirjutades \u00f5pitakse oma oskusi s\u00f5nastama. \u201eVilistlased on r\u00e4\u00e4kinud, et t\u00f6\u00f6 leidmisel on olnud k\u00f5ige olulisem v\u00f5ime s\u00f5nastada oma oskusi. Seda on raske teha, kui pole harjutanud,\u201c t\u00f5i R\u00e4m\u00f6 v\u00e4lja veel \u00fche enesehindamise kasuteguri.<\/p>\n\n\n\n

\u00d5ppej\u00f5ud s\u00f5nas, et tudengite enesereflektsioone hinnates keskendub ta sellele, kui s\u00fcgavalt on \u00f5ppija j\u00e4rele m\u00f5elnud. Suuremate kursuste puhul, kus \u00f5pib 400\u2212600 tudengit, asendab \u00f5ppej\u00f5udu spetsiaalselt selleks loodud digitaalne t\u00f6\u00f6riist Disa, kuhu tudengid sisestavad t\u00e4idetud \u00fclesanded ning mis annab neile automatiseeritud tagasisidet. Personaliseeritud tagasisidet \u00f5ppej\u00f5ult saavad need, kelle enesehinnang ei ole \u00fcldse koosk\u00f5las teoreetiliste \u00fclesannete sooritusega. <\/p>\n\n\n\n

L\u00f5pliku kursuse hinde panevad tudengid endale ise. Tulemused n\u00e4itavad, et enesereflektsiooni koostavad tudengid tunnevad, et juhivad ise oma \u00f5ppimist ning on oma \u00f5ppeprotsessi omanikud.<\/p>\n\n\n\n

R\u00e4m\u00f6 t\u00f5des, et mitte k\u00f5ikidele ei meeldi enesehindamine ning on tudengeid, kes eelistaksid eksamit. Sellisel puhul tuleb selgitada, et enesehindamine pole oma hinde umbropsu \u00e4ra arvamine, vaid komplitseeritud protsess, mis annab \u00f5ppijale adekvaatset tagasisidet. Samas on selge, et ka enesehindamist peab \u00f5ppima ja harjutama ning \u00f5ppija peab saama tagasisidet, et oma enesehinnangut kohandada.<\/p>\n\n\n\n

Kui soovid anal\u00fc\u00fcsida, millised oskused on sinul olemas, kasuta Oskuste Kompassi<\/a> <\/strong>abi.<\/p>\n\n\n\n

Vaata ettekande salvestust: Johanna R\u00e4m\u00f6 \u201e\u00d5ppimine enda, mitte \u00f5petaja jaoks\u201c<\/a><\/p>\n\n\n\n

Artikkel ilmus \u00d5petajate Lehes<\/a> 8. okt 2024<\/em><\/p>\n\n\n\n

Loe lisaks:<\/strong><\/p>\n\n\n\n

Enesehindamine parandab \u00f5ppimise kvaliteeti<\/a><\/p>\n\n\n\n

Kuidas \u00f5ppida ametit, mida veel olemaski pole?<\/a><\/p>\n\n\n\n

Konverentsi galerii: t\u00f6\u00f6turg liigub inimesekeskse majanduse suunas, mille keskmes on \u00f5ppimine enesehindamise toel<\/a><\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

Ida-Soome \u00dclikooli matemaatika \u00f5ppej\u00f5ud viisid l\u00e4bi julge muudatuse ning v\u00f5tsid eksami asemel kasutusele \u00fcli\u00f5pilaste eneserefleksiooni \u2013 tudengid ise anal\u00fc\u00fcsivad oma edusamme ning panevad endale kursuse l\u00f5pus hinde. Tulemused n\u00e4itavad, et… Read More »\u00d5iged hindamismeetodid motiveerivad \u00f5ppima enda jaoks<\/span><\/a><\/p>\n","protected":false},"author":14,"featured_media":45090,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"inline_featured_image":false,"neve_meta_sidebar":"","neve_meta_container":"","neve_meta_enable_content_width":"","neve_meta_content_width":0,"neve_meta_title_alignment":"","neve_meta_author_avatar":"","neve_post_elements_order":"","neve_meta_disable_header":"","neve_meta_disable_footer":"","neve_meta_disable_title":"","_themeisle_gutenberg_block_has_review":false,"_FSMCFIC_featured_image_caption":"","_FSMCFIC_featured_image_nocaption":"","_FSMCFIC_featured_image_hide":"","footnotes":""},"categories":[1168,1041],"tags":[],"class_list":["post-45073","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-oskuste-susteem","category-uus"],"yoast_head":"\n\u00d5iged hindamismeetodid motiveerivad \u00f5ppima enda jaoks - Kutsekoda<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/kutsekoda.ee\/oiged-hindamismeetodid-motiveerivad-oppima-enda-jaoks\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"\u00d5iged hindamismeetodid motiveerivad \u00f5ppima enda jaoks - Kutsekoda\" \/>\n<meta property=\"og:description\" content=\"Ida-Soome \u00dclikooli matemaatika \u00f5ppej\u00f5ud viisid l\u00e4bi julge muudatuse ning v\u00f5tsid eksami asemel kasutusele \u00fcli\u00f5pilaste eneserefleksiooni \u2013 tudengid ise anal\u00fc\u00fcsivad oma edusamme ning panevad endale kursuse l\u00f5pus hinde. 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