{"id":45,"date":"2024-04-03T23:27:14","date_gmt":"2024-04-03T20:27:14","guid":{"rendered":"https:\/\/sisu.ut.ee\/6ppimisttoetavhindamine\/kas-numbriline-voi-sonaline\/"},"modified":"2024-04-03T23:27:34","modified_gmt":"2024-04-03T20:27:34","slug":"kas-numbriline-voi-sonaline","status":"publish","type":"page","link":"https:\/\/sisu.ut.ee\/6ppimisttoetavhindamine\/kas-numbriline-voi-sonaline\/","title":{"rendered":"Kas numbriline v\u00f5i s\u00f5naline?"},"content":{"rendered":"

Numbrite k\u00fcsimus koolis on k\u00e4esoleval ajal p\u00f5letavaks p\u00e4evak\u00fcsimuseks t\u00f5usnud. Nende k\u00f5rvaleheitmine on peaaegu nagu pedagoogilise uuenduse s\u00fcmboliks saanud, sedav\u00f5rd populaarne ja \u00fcldine on see n\u00f5ue.\u00a0<\/span><\/em><\/span>Peeter P\u00f5ld<\/span><\/span><\/span><\/p>\n

See tsitaat k\u00f5lab v\u00e4gagi t\u00e4nap\u00e4evaselt, aga on ligi sada aastat vana, aastast 1918.<\/p>\n

Siiski on ka t\u00e4nases koolis numbrite k\u00fcsimus aktuaalne. Numbriliste hinnete kasutamine v\u00f5i k\u00f5rvalej\u00e4tmine tekitab kirgi nii \u00f5petajate, \u00f5pilaste kui ka lapsevanemate seas.<\/p>\n

\"m6ttemull_v.jpg\"\u00a0\u00a0M\u00f5tlemis\u00fclesanne<\/strong><\/span><\/span><\/h4>\n

Mis juhtuks siis, kui numbrilised hinded meie koolist kaoksid? <\/span><\/p>\n

    \n
      \n
    • Milliseid v\u00f5imalikke ohte selles n\u00e4ete?<\/span><\/li>\n
    • Milliseid v\u00f5imalikke eeliseid selles n\u00e4ete?<\/span><\/li>\n<\/ul>\n<\/ul>\n

      Kes tunneksid numbrilistest hinnetest k\u00f5ige enam puudust ja miks?<\/span><\/p>\n\n

      \u00d5ppimist toetava hindamise kasutamine ei v\u00e4lista numbrilisi (t\u00e4helisi, protsentides v\u00e4ljendatud vms) hindeid. Kui kool on otsustanud neid kasutada, tuleks siiski j\u00e4lgida, et nende kasutamisega mitte liialdada.<\/p>\n\n

      T\u00e4hele tasub panna ka seda, et \u00f5ppimist toetava hindamise m\u00f5ju-uuringutes\u00a0kinnitust on leidnud arusaam, et v\u00e4line (hinnete, tasude ja sanktsioonidega) motiveerimine ei aita kaasa k\u00f5igi \u00f5pilaste \u00f5ppimisele ja arengule.<\/p>\n

      Hinded suunavad paljude \u00f5ppijate motivatsiooni pigem negatiivse tulemuse v\u00e4ltimisele (halva hinde saamine, valesti vastamine) kui hea tulemuse saavutamisele (millega kaasneks risk teha vigu) (vt Butler 1988, Elliot, Murayama 2008, Pulfrey jt 2011).<\/p>\n

      T\u00f5husale tagasisidele on omased rida tunnuseid<\/strong>, mida j\u00e4rgnevalt ka kirjeldatakse.<\/p>\n

      Kui valida, millist tagasisidet kasutada, tasuks v\u00f5rrelda, kas ja kuiv\u00f5rd erinev tagasiside vastab erinevatele tunnustele. Selle \u00fcle m\u00f5tlemisel on abi alltoodud tabelist:<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
      \n

      \u00a0Tagasiside allikas<\/strong><\/p>\n<\/td>\n

      		\n

      Tagasiside tunnus<\/strong><\/p>\n<\/td>\n

      		\n

      s\u00f5naline<\/strong><\/p>\n

      suuline<\/strong><\/p>\n<\/td>\n

      		\n

      s\u00f5naline<\/strong><\/p>\n

      kirjalik<\/strong><\/p>\n<\/td>\n

      		\n

      numbriline +<\/strong><\/p>\n

      kommentaar<\/strong><\/p>\n<\/td>\n

      		\n

      ainult number,<\/strong><\/p>\n

      t\u00e4ht vms<\/strong><\/p>\n<\/td>\n

      		\n

      \u00f5ige\/vale, \u00f5igete vastuste %<\/strong><\/p>\n<\/td>\n<\/tr>\n

      \n

      \u00d5petaja poolt antav tagasiside
      <\/strong><\/p>\n<\/td>\n

      		\n

      seos \u00f5ppe eesm\u00e4rkidega<\/p>\n<\/td>\n

      		\n

      +++<\/p>\n<\/td>\n

      		\n

      ++<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n

      		\n

      +\/-<\/p>\n<\/td>\n

      		\n

      +\/-<\/p>\n<\/td>\n<\/tr>\n

      \n

      t\u00f6\u00f6\/ soorituse tugevustele keskendumine<\/p>\n<\/td>\n

      		\n

      +++<\/p>\n<\/td>\n

      		\n

      ++<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n<\/tr>\n

      \n

      kiirus<\/p>\n<\/td>\n

      		\n

      ++<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n

      		\n

      ++<\/p>\n<\/td>\n<\/tr>\n

      \n

      personaalsus<\/p>\n<\/td>\n

      		\n

      +++<\/p>\n<\/td>\n

      		\n

      +++<\/p>\n<\/td>\n

      		\n

      ++<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n<\/tr>\n

      \n

      fokuseeritus<\/p>\n<\/td>\n

      		\n

      +++<\/p>\n<\/td>\n

      		\n

      +++<\/p>\n<\/td>\n

      		\n

      ++<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n<\/tr>\n

      \n

      kirjeldavus<\/p>\n<\/td>\n

      		\n

      +++<\/p>\n<\/td>\n

      		\n

      +++<\/p>\n<\/td>\n

      		\n

      ++<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n<\/tr>\n

      \n

      m\u00f5istetavus<\/p>\n<\/td>\n

      		\n

      +++<\/p>\n<\/td>\n

      		\n

      ++<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      +\/-<\/p>\n<\/td>\n<\/tr>\n

      \n

      \u00f5ppija individuaalsuse\u00a0 ja arengu arvestamine<\/p>\n<\/td>\n

      		\n

      +++<\/p>\n<\/td>\n

      		\n

      ++<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n<\/tr>\n

      \n

      suunatud t\u00f6\u00f6le\/ sooritusele, \u00a0 mitte isiksusele<\/p>\n<\/td>\n

      		\n

      ++<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n

      		\n

      +\/-<\/p>\n<\/td>\n

      		\n

      +\/-<\/p>\n<\/td>\n

      		\n

      +\/-<\/p>\n<\/td>\n<\/tr>\n

      \n

      IKT vahendite abil saadav tagasiside
      <\/strong><\/p>\n<\/td>\n

      		\n

      seos \u00f5ppe eesm\u00e4rkidega<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n<\/tr>\n

      \n

      t\u00f6\u00f6\/ soorituse tugevustele keskendumine<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n<\/tr>\n

      \n

      kiirus<\/p>\n<\/td>\n

      		\n

      +++<\/p>\n<\/td>\n

      		\n

      +++<\/p>\n<\/td>\n

      		\n

      +++<\/p>\n<\/td>\n

      		\n

      +++<\/p>\n<\/td>\n

      		\n

      +++<\/p>\n<\/td>\n<\/tr>\n

      \n

      personaalsus<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n<\/tr>\n

      \n

      fokuseeritus<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n<\/tr>\n

      \n

      kirjeldavus<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n<\/tr>\n

      \n

      m\u00f5istetavus<\/p>\n<\/td>\n

      		\n

      ++<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n<\/tr>\n

      \n

      \u00f5ppija individuaalsuse\u00a0 ja arengu arvestamine<\/p>\n<\/td>\n

      		\n

      +\/-<\/p>\n<\/td>\n

      		\n

      +\/-<\/p>\n<\/td>\n

      		\n

      +\/-<\/p>\n<\/td>\n

      		\n

      +\/-<\/p>\n<\/td>\n

      		\n

      +\/-<\/p>\n<\/td>\n<\/tr>\n

      \n

      suunatud t\u00f6\u00f6le\/ sooritusele, \u00a0 mitte isiksusele<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n<\/tr>\n

      \n

      Kaaslastelt saadav tagasiside
      <\/strong><\/p>\n<\/td>\n

      		\n

      seos \u00f5ppe eesm\u00e4rkidega<\/p>\n<\/td>\n

      		\n

      ++<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n<\/tr>\n

      \n

      t\u00f6\u00f6\/ soorituse tugevustele keskendumine<\/p>\n<\/td>\n

      		\n

      +++<\/p>\n<\/td>\n

      		\n

      ++<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n<\/tr>\n

      \n

      kiirus<\/p>\n<\/td>\n

      		\n

      +++<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n

      		\n

      ++<\/p>\n<\/td>\n

      		\n

      ++<\/p>\n<\/td>\n<\/tr>\n

      \n

      personaalsus<\/p>\n<\/td>\n

      		\n

      +++<\/p>\n<\/td>\n

      		\n

      +\/-<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n<\/tr>\n

      \n

      fokuseeritus<\/p>\n<\/td>\n

      		\n

      ++<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n<\/tr>\n

      \n

      kirjeldavus<\/p>\n<\/td>\n

      		\n

      ++<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n<\/tr>\n

      \n

      m\u00f5istetavus<\/p>\n<\/td>\n

      		\n

      +++<\/p>\n<\/td>\n

      		\n

      +\/-<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      +<\/p>\n<\/td>\n<\/tr>\n

      \n

      \u00f5ppija individuaalsuse\u00a0 ja arengu arvestamine<\/p>\n<\/td>\n

      		\n

      +++<\/p>\n<\/td>\n

      		\n

      ++<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n<\/tr>\n

      \n

      suunatud t\u00f6\u00f6le\/ sooritusele, \u00a0 mitte isiksusele<\/p>\n<\/td>\n

      		\n

      +++<\/p>\n<\/td>\n

      		\n

      ++<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n

      		\n

      \u2013<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

      \u00a0<\/p>\n

      Tabelist on v\u00e4lja j\u00e4\u00e4nud enesehindamine \u2013 enesele numbri (hinde) panemist (v\u00e4lja arvatud m\u00f5ttem\u00e4nguna \u2013 mis hinde endale ise paneksid) \u2013 pole m\u00f5tet kasutada, sest selline hindamine v\u00f5ib tulemusele orienteeritud \u00f5ppijaid (keda meie koolis t\u00e4na kahjuks \u00fcsna palju leidub) \u00f5hutada ka ebaaususele. Sama lugu on ka kaaslaste numbrilise hindamisega \u2013 seda pole soovitatav kasutada.<\/p>\n

      K\u00fcll aga on objektiivne ning hea tagasiside tunnustele vastav enese- ja kaaslase anal\u00fc\u00fcs, eriti kui varasemalt on \u00fchiselt kokku lepitud \u00f5ppe eesm\u00e4rgid ja edukriteeriumid.<\/p>\n","protected":false},"excerpt":{"rendered":"

      Numbrite k\u00fcsimus koolis on k\u00e4esoleval ajal p\u00f5letavaks p\u00e4evak\u00fcsimuseks t\u00f5usnud. Nende k\u00f5rvaleheitmine on peaaegu nagu pedagoogilise uuenduse s\u00fcmboliks saanud, sedav\u00f5rd populaarne ja \u00fcldine on see n\u00f5ue.\u00a0Peeter P\u00f5ld See tsitaat k\u00f5lab v\u00e4gagi t\u00e4nap\u00e4evaselt, aga on ligi sada aastat vana, aastast 1918. Siiski …<\/p>\n","protected":false},"author":36,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"class_list":["post-45","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/sisu.ut.ee\/6ppimisttoetavhindamine\/wp-json\/wp\/v2\/pages\/45","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sisu.ut.ee\/6ppimisttoetavhindamine\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sisu.ut.ee\/6ppimisttoetavhindamine\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/6ppimisttoetavhindamine\/wp-json\/wp\/v2\/users\/36"}],"replies":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/6ppimisttoetavhindamine\/wp-json\/wp\/v2\/comments?post=45"}],"version-history":[{"count":1,"href":"https:\/\/sisu.ut.ee\/6ppimisttoetavhindamine\/wp-json\/wp\/v2\/pages\/45\/revisions"}],"predecessor-version":[{"id":157,"href":"https:\/\/sisu.ut.ee\/6ppimisttoetavhindamine\/wp-json\/wp\/v2\/pages\/45\/revisions\/157"}],"wp:attachment":[{"href":"https:\/\/sisu.ut.ee\/6ppimisttoetavhindamine\/wp-json\/wp\/v2\/media?parent=45"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}