| KRATKA VSEBINA | Uvajanje formativnega spremljanja je trenutno vseslovenski projekt, ki pa se ga lotevamo različno. Nekateri se ga bojijo,otepajo, nekateri pa ga z veseljem bolj podrobno spoznavamo in vpeljujemo vpouk. Članek opisuje primer uvajanja elementov formativnega spremljanja v prakso. Knjižničarji imamo glede na naravo našega dela veliko možnosti v formativnem spremljanju. Ker pa nimamo na razpolago samostojnih ur pouka, je potrebno usklajevanje z različnimi učitelji. To pa je po svoje spodbudno, saj tako prenašamo svoje znanje in aktivne metode dela tudi na sodelavce. Članek prinaša opis učnih ur, pri katerih so učenci spoznavali svojo ožjo okolico - staro mestno jedro Kranja - prek virov in literature. Pouk v razredu je bil le predpriprava na terensko delo. Tam pa so učenci v vlogi turističnega vodiča pokazali rezultate svojega dela. V članku so boljpodrobno predstavljeni naslednji elementi: ugotavljanje predznanja, oblikovanje kriterijev uspešnosti in sovrstniška povratna informacija. // The introduction of formative assessment is currently an all-Slovenian project, which is being tackled in many ways. Some are afraid of it and want nothing to do with it, while others are happy to learn about it in greater detail and introduce it into lessons. This article describes an example of introducing elements of formative assessment into practice. In light of the nature of our work, formative assessment provides many opportunities to librarians. Yet, because we do not have independent lessons available, we have to coordinate our work with various teachers. This is also encouraging, because that way we pass our knowledge and activework methods onto our colleagues. This article presents two concrete lessons during which students learned about their narrower surroundings - the old town centre of Kranj - through sources and literature. The classroom lessons served as preparation for fieldwork. There the students demonstrated the results of their work in the role of a tourist guide. The article presents the following elements in greater detail: determining prior knowledge, shaping success criteria, and peer feedback. |