МИШЉЕЊЕ СТУДЕНАТА И НАСТАВНИКА О ВЕЛИЧИНИ ГРУПЕ И ОБЛИЦИМА ОЦЕЊИВАЊА У УЧИОНИЦИ ЈЕЗИКА СТРУКЕ НА ВИСОКОШКОЛСКОЈ УСТАНОВИ: ПИЛОТ-СТУДИЈА
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Велике групе студената у високом образовању реалност су присутна у већини земаља. Теоретски, велика група дефинише се као свака група студената код које се током рада наставници суочавају са изазовима приликом саме наставе, оцењивања и контроле у учионици насталих због броја студената. Рад ће се бавити темом оцењивања у великим групама кроз посматрање неких познатих метода, као и кроз представљање могућности нових технологија као алата корисних за оцењивање, самооцењивање и учење у групама. Избор адекватне методе оцењивања од суштинског је значаја за испуњавање потреба ученика без угрожавања интегритета целокупног наставног процеса. Из тог разлога, рад ће представити и резултате упитника, који су испитивали мишљење наставника и студената о успешности процеса оцењивања. Резултати ће понудити неке нове могућности оцењивања, који можда могу надокнадити недостатак адекватне интеракције између студената и наставника присутне у малим, али не увек и у великим групама.
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Bulatović, V. V., & Bogdanović, V. Ž. (2023). МИШЉЕЊЕ СТУДЕНАТА И НАСТАВНИКА О ВЕЛИЧИНИ ГРУПЕ И ОБЛИЦИМА ОЦЕЊИВАЊА У УЧИОНИЦИ ЈЕЗИКА СТРУКЕ НА ВИСОКОШКОЛСКОЈ УСТАНОВИ: ПИЛОТ-СТУДИЈА. Методички видици, 14(14-2), 161–181. https://doi.org/10.19090/mv.2023.14.161-181
Bрој часописа
Секција
НАСТАВА СТРАНИХ ЈЕЗИКА, КЊИЖЕВНОСТИ И КУЛТУРА
Референце
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Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology 84: 261–271.
Arico, F. R., Lancaster, S. J. (2018). Facilitating active learning and enhancing student self-assessment skills. International Review of Economics Education 29: 6–13.
Ballantyne, R., Hughes, K., Mylonas, A. (2002). Developing procedures for implementing peer assessment in large classes using an action research process. Assessment & Evaluation in Higher Education 27(5): 427–441.
Bates, A. W. (20223). Teaching in a digital age: Guidelines for designing teaching and learning. Tony Bates Associates Ltd. Retrieved August 20, 2019. URL:
Baker, J., Westrup, H. (2000). The English language teacher's handbook: How to teach large classes with few resources. London: Continuum.
Biggs, J., Tang, C. (20073). Teaching for quality learning at university: What the student does. Maidenhead: Open University Press.
Blatchford, P. (2003). The Class Size Debate: Is Small Better?. Maidenhead: Open University Press.
Bradley, V. M. (2021). Learning Management System (LMS) use with online instruction. International Journal of Technology in Education (IJTE) 4(1): 68–92.
Broadbent, J., Panadero, E., Boud, D. (2018). Implementing summative assessment with a formative flavour: A case study in a large class. Assessment & Evaluation in Higher Education 43(2): 307–322.
Bulatović, V. (2022). Analiza žanra asinhronih diskusionih foruma u nastavi engleskog jezika struke (doktorska disertacija). Filozofski fakultet, Univerzitet u Novom Sadu, Novi Sad.
Gibbs, G., Jenkins, A. (1992). Teaching Large Classes in Higher Education: How to Maintain quality with Reduced Resources. London: Kogan Page
Cathcart, A., Neale, L. (2012). Using Technology to Facilitate Grading Consistency in Large Classes. Marketing Education Review 22(1): 11–14.
Cuseo, J. (2007). The empirical case against large class size: Adverse effects on the teaching, learning, and retention of first-year students. Journal of Faculty Development (21): 5–21.
Davies, W. M. (2009). Groupwork as a form of assessment: Common problems and recommended solutions. Higher education 58: 563–584.
Desta, M. A. (2019). An Investigation of Challenges Teachers Face in Teaching Speaking Skill in Large Classes Context: Secondary School EFL Teachers in Focus. International Journal of English Language Education 7: 66–81.
Gibbs, G. (2006). Why assessment is changing, in Innovative assessment in higher education, ed. C. Bryan & K. Klegg (Abingdon: Routledge): 31–42.
Gibbs, G. (2009). The assessment of group work: lessons from the literature. Assessment Standards Knowledge Exchange 1–17. Retrieved October 2020. URL:.
Glass, G. V., Smith, M. L. (1979). Meta-analysis of research on the relationship of class-size and achievement. Evaluation and Policy Analysis 1: 2–16.
Harmer, J. (20013). The Practice of English Language Teaching. London: Pearson Education Ltd.
Harfitt, G. J., Tsui, A. B. (2015). An examination of class size reduction on teaching and learning processes: A theoretical perspective. British Educational Research Journal 41(5): 845–865.
Hayes, D. (1997). Helping teachers to cope with large classes. ELT Journal 5: 106–116.
Hess, N. (2001). Teaching Large Multilevel Classes. Cambridge: Cambridge University Press.
Hornsby, D. J., Osman, R. (2014). Massification in higher education: Large classes and student learning. Higher education 67: 711–719.
Iipinge, S. M. (2018). Challenges of large class teaching at the university: implications for continuous staff development activities. The Namibia CPD Journal for Educators, 105–120.
Kennedy, C., Kennedy, J. (1996). Teacher Attitudes and Change Implementation. Elsevier Science Ltd 24: 351–360.
Kokkelenberg, E. C., Dillon, M., Christy, S. M. (2008). The effects of class size on student grades at a public university. Economics of Education Review 27: 221–233.
Laal, M., Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia-social and behavioral sciences 31: 486–490.
Lewis, G. L., Woodward, P., Bell, J. (1988). Teaching business communication skills in large classes. The Journal of Business Communication 25(1): 65–86.
Ličen, B., Bogdanović V. (2017). Teaching assessment to develop ESP students’ speaking skills. Facta Universitatis: Linguistics and Literature 15(2): 263–271.
Locastro, V. (2001). Teaching English to large classes. TESOL Quarterly 35(3): 493–496.
Mackenzie, W. (2002). Media Selection: Mapping Technologies to Intelligences. The VSTE Journal 17(1): 6–13. Retrieved August 4, 2019. URL:.
McDonald, B., Boud, D. (2003). The impact on self-assessment on achievement: the effects of self-assessment training on performance in external examinations. Assessment in Education 10(2): 209–220.
Mulryan-Kyne, C. (2010). Teaching large classes at college and university level: challenges and opportunities. Teaching in Higher Education 15(2): 175–185.
Prošić-Santovac, D. M., Bulatović, V. V., Kaurin, T. P. (2021). Istraživanje stavova studenata o primeni Microsoft Teams platforme u nastavi engleskog jezika. Inovacije u nastavi - časopis za savremenu nastavu 34(4): 81–93.
Rojabi, A. R. (2020). Exploring EFL Students’ Perception of Online Learning via Microsoft Teams: University Level in Indonesia. English Language Teaching Educational Journal 3(2): 163–173.
Rust, C. (2001). A briefing on assessment of large groups. York: LTSN.
Seifert, T., Feliks, O. (2019). Online self-assessment and peer-assessment as a tool to enhance student-teachers’ assessment skills. Assessment & Evaluation in Higher Education 44(2): 169–185.
Shamim, F., Coleman, H. (2018). Large-Sized Classes, in Teaching English as an International Language; the TESOL Encyclopedia of English Language Teaching, ed. J. I. Liontas (John Wiley & Sons): 1–15.
Taras, M. (2005). Assessment – summative and formative – some theoretical reflections. British Journal of Educational Studies 53(4): 466–478.
Todd, R. W. (2006). Why investigate large classes? KMUTT Journal of Language Education 9: 1–12. Retrieved August 1, 2019. URL:.
Toth, L. S., Montagna, L. G. (2002). Class size and achievement in higher education, a summary of current research. College Student Journal 36(2): 253–261.
Ur, P. (2000). A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press.
Urazova, M. R. (2020). Innovative technologies in teaching and studying English. Austrian Journal of Humanities and Social Sciences 5–6: 28–37.
Winestone, N., Millard, L. (2012). Reframing perceptions of the lecture from challenges to opportunities: Embedding active learning and formative assessment into the teaching of large classes. Psychology Teaching Review 18(2): 31–41.
Wright, M. C., Bergom, I., Bartholomew, T. (2019). Decreased class size, increased active learning? Intended and enacted teaching strategies in smaller classes. Active Learning in Higher Education 20(1): 51–62.
Yunus, M. M. (2018). Innovation in education and language learning in 21st century. Journal of Sustainable Development Education and Research 2(1): 33–34.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology 84: 261–271.
Arico, F. R., Lancaster, S. J. (2018). Facilitating active learning and enhancing student self-assessment skills. International Review of Economics Education 29: 6–13.
Ballantyne, R., Hughes, K., Mylonas, A. (2002). Developing procedures for implementing peer assessment in large classes using an action research process. Assessment & Evaluation in Higher Education 27(5): 427–441.
Bates, A. W. (20223). Teaching in a digital age: Guidelines for designing teaching and learning. Tony Bates Associates Ltd. Retrieved August 20, 2019. URL:
Baker, J., Westrup, H. (2000). The English language teacher's handbook: How to teach large classes with few resources. London: Continuum.
Biggs, J., Tang, C. (20073). Teaching for quality learning at university: What the student does. Maidenhead: Open University Press.
Blatchford, P. (2003). The Class Size Debate: Is Small Better?. Maidenhead: Open University Press.
Bradley, V. M. (2021). Learning Management System (LMS) use with online instruction. International Journal of Technology in Education (IJTE) 4(1): 68–92.
Broadbent, J., Panadero, E., Boud, D. (2018). Implementing summative assessment with a formative flavour: A case study in a large class. Assessment & Evaluation in Higher Education 43(2): 307–322.
Bulatović, V. (2022). Analiza žanra asinhronih diskusionih foruma u nastavi engleskog jezika struke (doktorska disertacija). Filozofski fakultet, Univerzitet u Novom Sadu, Novi Sad.
Gibbs, G., Jenkins, A. (1992). Teaching Large Classes in Higher Education: How to Maintain quality with Reduced Resources. London: Kogan Page
Cathcart, A., Neale, L. (2012). Using Technology to Facilitate Grading Consistency in Large Classes. Marketing Education Review 22(1): 11–14.
Cuseo, J. (2007). The empirical case against large class size: Adverse effects on the teaching, learning, and retention of first-year students. Journal of Faculty Development (21): 5–21.
Davies, W. M. (2009). Groupwork as a form of assessment: Common problems and recommended solutions. Higher education 58: 563–584.
Desta, M. A. (2019). An Investigation of Challenges Teachers Face in Teaching Speaking Skill in Large Classes Context: Secondary School EFL Teachers in Focus. International Journal of English Language Education 7: 66–81.
Gibbs, G. (2006). Why assessment is changing, in Innovative assessment in higher education, ed. C. Bryan & K. Klegg (Abingdon: Routledge): 31–42.
Gibbs, G. (2009). The assessment of group work: lessons from the literature. Assessment Standards Knowledge Exchange 1–17. Retrieved October 2020. URL:
Glass, G. V., Smith, M. L. (1979). Meta-analysis of research on the relationship of class-size and achievement. Evaluation and Policy Analysis 1: 2–16.
Harmer, J. (20013). The Practice of English Language Teaching. London: Pearson Education Ltd.
Harfitt, G. J., Tsui, A. B. (2015). An examination of class size reduction on teaching and learning processes: A theoretical perspective. British Educational Research Journal 41(5): 845–865.
Hayes, D. (1997). Helping teachers to cope with large classes. ELT Journal 5: 106–116.
Hess, N. (2001). Teaching Large Multilevel Classes. Cambridge: Cambridge University Press.
Hornsby, D. J., Osman, R. (2014). Massification in higher education: Large classes and student learning. Higher education 67: 711–719.
Iipinge, S. M. (2018). Challenges of large class teaching at the university: implications for continuous staff development activities. The Namibia CPD Journal for Educators, 105–120.
Kennedy, C., Kennedy, J. (1996). Teacher Attitudes and Change Implementation. Elsevier Science Ltd 24: 351–360.
Kokkelenberg, E. C., Dillon, M., Christy, S. M. (2008). The effects of class size on student grades at a public university. Economics of Education Review 27: 221–233.
Laal, M., Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia-social and behavioral sciences 31: 486–490.
Lewis, G. L., Woodward, P., Bell, J. (1988). Teaching business communication skills in large classes. The Journal of Business Communication 25(1): 65–86.
Ličen, B., Bogdanović V. (2017). Teaching assessment to develop ESP students’ speaking skills. Facta Universitatis: Linguistics and Literature 15(2): 263–271.
Locastro, V. (2001). Teaching English to large classes. TESOL Quarterly 35(3): 493–496.
Mackenzie, W. (2002). Media Selection: Mapping Technologies to Intelligences. The VSTE Journal 17(1): 6–13. Retrieved August 4, 2019. URL:
McDonald, B., Boud, D. (2003). The impact on self-assessment on achievement: the effects of self-assessment training on performance in external examinations. Assessment in Education 10(2): 209–220.
Mulryan-Kyne, C. (2010). Teaching large classes at college and university level: challenges and opportunities. Teaching in Higher Education 15(2): 175–185.
Prošić-Santovac, D. M., Bulatović, V. V., Kaurin, T. P. (2021). Istraživanje stavova studenata o primeni Microsoft Teams platforme u nastavi engleskog jezika. Inovacije u nastavi - časopis za savremenu nastavu 34(4): 81–93.
Rojabi, A. R. (2020). Exploring EFL Students’ Perception of Online Learning via Microsoft Teams: University Level in Indonesia. English Language Teaching Educational Journal 3(2): 163–173.
Rust, C. (2001). A briefing on assessment of large groups. York: LTSN.
Seifert, T., Feliks, O. (2019). Online self-assessment and peer-assessment as a tool to enhance student-teachers’ assessment skills. Assessment & Evaluation in Higher Education 44(2): 169–185.
Shamim, F., Coleman, H. (2018). Large-Sized Classes, in Teaching English as an International Language; the TESOL Encyclopedia of English Language Teaching, ed. J. I. Liontas (John Wiley & Sons): 1–15.
Taras, M. (2005). Assessment – summative and formative – some theoretical reflections. British Journal of Educational Studies 53(4): 466–478.
Todd, R. W. (2006). Why investigate large classes? KMUTT Journal of Language Education 9: 1–12. Retrieved August 1, 2019. URL:
Toth, L. S., Montagna, L. G. (2002). Class size and achievement in higher education, a summary of current research. College Student Journal 36(2): 253–261.
Ur, P. (2000). A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press.
Urazova, M. R. (2020). Innovative technologies in teaching and studying English. Austrian Journal of Humanities and Social Sciences 5–6: 28–37.
Winestone, N., Millard, L. (2012). Reframing perceptions of the lecture from challenges to opportunities: Embedding active learning and formative assessment into the teaching of large classes. Psychology Teaching Review 18(2): 31–41.
Wright, M. C., Bergom, I., Bartholomew, T. (2019). Decreased class size, increased active learning? Intended and enacted teaching strategies in smaller classes. Active Learning in Higher Education 20(1): 51–62.
Yunus, M. M. (2018). Innovation in education and language learning in 21st century. Journal of Sustainable Development Education and Research 2(1): 33–34.