Eesti keele riiklike tasemetööde tekstimõistmisülesannete analüüs

Abstract

Teksti moistmine on protsess, mis eeldab madalama ja korgema tasandi oskuste rakendamist. Selles artiklis analuusitakse 2013.–2015. aastal tehtud 6. klassi eesti keele riiklike tasemetoode ulesandeid, et selgitada valja, millistel tekstimoistmistasanditel hinnatakse opilaste oskusi. Analuusist selgub, et ulesannetes keskenduti peamiselt opilaste faktiteadmiste kontrollimisele. Seejuures olid 2014. ja 2015. aasta tasemetood koostatud nii, et ule poole koikidest ulesannetest (2014. a 76%; 2015. a 57%) mootsid opilaste sonasonalist tekstimoistmist. 2013. aasta tasemetoos oli nende ulesannete osakaal 43%. Kolme aasta tasemetoode vordluses eristus ainult uks ulesanne (2013. aastal), milles opilane pidi rakendama teksti hindamisel taustteadmisi. Uurimusest ilmneb, et tasemetoode tekstimoistmisulesanded ei ole piisavalt mitmekesised, et hinnata opilaste eri tasandite oskusi. Kui tasemetood koosnevad valdavalt faktiteadmisi kontrollivatest ulesannetest, mis nouavad opilaselt lihtsate jarelduste tegemist, siis keskenduvad ka opetajad lugemistundides eelkoige madalama tasandi oskuste arendamisele ja opilaste korgeima tasandi oskuste kujundamine jaab tagaplaanile. Kuna korgemal tasandil tekstimoistmine on uks peamisi oskusi edukaks toimetulekuks akadeemilises ja igapaevaelus, tuleks oppeprotsessis sellele rohkem tahelepanu poorata.  "Analysis of the comprehension tasks of national standardised tests of Estonian language" Text comprehension is a complex process where low- and high-level skills are likely to interact. In this article the comprehension tasks of national standardised tests of Estonian language for Grade 6 in 2013–2015 are analysed to detect levels of text comprehension in standardised tests. We found that the comprehension tasks in standardised tests are mostly focused on factual knowledge. Furthermore, 76% of questions in the national standardised test in 2014 and 57.1% in 2015 consisted of tasks which measured children’s ability to recall the details from the read or heard text. In 2013, such tasks comprised 42.9% of the national standardised test. We found only one task (in 2013) which demanded the highest skills – implementing pre-knowledge into the evaluation process. Thus, the tasks used in standardised test are not wide-ranging enough to determine students’ skills at different levels of text comprehension. As long as national standardised tests consist mostly of tasks that require readers’ memory, teachers also concentrate mainly on supporting students’ lower-level text comprehension skills. Therefore, there may not be enough attention devoted to developing the students’ high-level skills. As text comprehension at higher level is one of the most important competences students must acquire for successful academic and lifelong growth, teachers should concentrate more on supporting these skills.