255 KB48 KB200820262019Doz, Danielletnik:12številka:2str. 155-175COBISSID:1541731012ISSN:1855-4431URN:URN:NBN:SI:doc-WYN3I05TenPedagoška fakultetaRevija za elementarno izobraževanjeItalijamatematikanacionalni preizkus znanjapreverjanje znanjavišje šolezamejski SlovenciThe national assessment of mathematics in high schools in Italy with Slovene as the language of instruction|In the following paper, we analyzed the question types in the INVALSI national mathematics assessments in Italian high schools with Slovene as the language of instruction. Through a statistical analysis, we found that closed-type questions were more frequent than open-type questions. A greater presence of closed-type questions could lead to the issue of guessing and cheating. Moreover, a greater quantity of closed-type questions could lead to a partial evaluation of knowledge, since procedures and other mathematical competences are not considered. In our research, we also considered the topics of the questions that were presented in national assessmentsV prispevku predstavljamo tipologijo vprašanj v vsedržavnem preverjanju znanja iz matematike INVALSI. S pomočjo statistične analize lahko ugotovimo, da so vprašanja zaprtega tipa pogostejša od vprašanj odprtega tipa. Prisotnost večjega števila vprašanj zaprtega tipa lahko privede do problema ugibanja in prepisovanja. Poleg tega pa lahko večje število vprašanj zaprtega tipa privede to nepopolnega preverjanja znanja, saj se pri teh vprašanjih ne oceni postopkov in drugih matematičnih kompetencTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaUniverza v Mariboru, Pedagoška fakulteta