A longitudinal introspective into the text comprehension tasks of national tests and exams of the Estonian language
DOI:
https://doi.org/10.12697/eha.2018.6.1.07Keywords:
text comprehension levels and components, structure of comprehension levels, national tests and exams, oral and printed text comprehensionAbstract
Tekstimõistmise saab jaotada sõnasõnaliseks, järeldavaks ja hindavaks tasandiks, mis on üksteisega hierarhiliselt seotud. Info töötlemiseks kõrgeimal tasandil peab lugeja mõistma teksti ka teistel tasanditel. Uurimuse eesmärk on välja selgitada, kuivõrd sarnane on tekstimõistmisülesannete tasandilise jaotuse struktuur eri aastate eesti keele riiklikes taseme- ja eksamitöödes, ning teada saada, kuivõrd muutub tekstimõistmise eri tasandite ülesannete osakaal vanemates klassides. Selleks analüüsiti 2013.–2016. aasta 3. ja 6. klassi eesti keele tasemetööde ning 9. klassi eksamitööde tekstimõistmisülesandeid pikilõikeliselt (3. klassist 78 ülesannet, 6. klassist 67 ülesannet ja 9. klassist 87 ülesannet). Selgus, et sama klassi tööde tekstimõistmisülesannete tasandilise jaotuse struktuur oli aastati erinev ning eri aastatel keskenduti erinevate oskuste hindamisele. Samuti ilmnes, et kõikide aastate 3. klassi tasemetööd sisaldasid hindava tasandi ülesandeid, kuid need ülesanded puudusid 6. klassi tasemetöödest kahel aastal ja 9. klassi eksamitööst ühel aastal. Seevastu madalaima ehk sõnasõnalise tasandi ülesandeid oli kõige vähem kõikide aastate 3. klassi tasemetöödes. Kuna vanuse suurenedes paraneb õpilaste tekstimõistmine järeldaval ja hindaval tasandil, peaksid vanemate klasside taseme- ja eksamitööd sisaldama rohkem ülesandeid, mis arvestavad muutusega õpilaste tekstimõistmise arengus.
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