Author/Editor		Kališnik, Miroslav; Bucik, Valentin
Title		Predlog novega modela mature s standardiziranjem ocen
Translated title		A proposal for a new model of "matura" with the standardisation of marks
Type		članek
Source		Sodob Pedagog
Vol. and No.		Letnik 52 (118), št. 3
Publication year		2001
Volume		str. 110-22
Language		slo
Abstract		The proposed model tries to resolve some dilemmas in connection to the recent model of the matura (high school) examination, such as the unequal treatment of gifted individuals, misbalance in the difficulty of different exams, the arbitrary marking ratio between the basic and higher levels of complexity of an examination in one subject, the arbitrary nature of the "nearly pass" rule, and adding up the grades. The new model suggests that candidates always choose one obligatory subject at a higher level of complexity or difficulty, namely mathematic or a foreign language, while keeping all other subjects at an equal level. the results in one subject are first normalised and then standardised by forming scores on a T-scale, which enables easy and conceptually clear transformation of the score to a five-grade school scale. In the case of a small number of candidates choosing a particular subject, direct transformation to school marks can be applied. The controlling function of the matura is preserved by the fact that minimal standards of knowledge will be determined according to subject syllabus content criteria. If candidates show a fairly good performance in a particular subject, the number of failures can be very small, even zero; intervention is needed only if or when the ratio of negative marks is extremely high. The performance of candidates in all five subjects, expressed in the T-scale, can be added up, averaged and transformed in final five-grade school marks.
Summary		Predlagani model naj bi rešil nekatere dileme zdajšnjega modela mature, kot so neprimerno upoštevanje enostranske nadarjenosti ob enakih pogojih za vse kandidate, neuravnoteženost različnih predmetov glede zahtevnosti, samovoljno določeno razmerje med osnovnim in višjim nivojem, samovoljno določeno pogojno pozitivnost in strokovno sporno seštevanje točk. Po novem modelu naj bi kandidati obvezno izbrali na zahtevnejši ravni A bodisi matematiko bodisi tuji jezik, medtem ko vsi drugi predmeti ostanejo na manj zahtevni ravni B. Rezultati za posamezne predmete se najprej normalizirajo in nato standardizirajo ter izrazijo v lestvici T, kar omogoča enostavno in logično pretvorbo ocen v šolsko lestvico petih ocen. Ob premajhnem številu kandidatov za kak predmet se lahko neposredno uporabi šolska lestvica petih ocen. Minimalni zadostni nivo bi moral biti še naprej za vsak predmet posebej določen po vsebinskih merilih, kar zagotavlja ohranitev kontrolne funkcije mature. V primeru zelo solidnega znanja pri kakem predmetu je lahko delež negativnih ocen poljubno majhen. Intervencija je potrebna, kadar je delež negativnih ocen pri kakem predmetu nenormalno visok. Dosežki kandidatov pri petih predmetih, izraženih v lestvici T, se lahko seštejejo, izračuna se povprečje in spet pretvori v skupno oceno v šolski lestvici petih ocen.
Descriptors		EDUCATIONAL MEASUREMENT SCHOOLS ADOLESCENCE APTITUDE TESTS