Course: Pedagogical-psychological diagnostics

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Course title Pedagogical-psychological diagnostics
Course code KPP/PPD-Z
Organizational form of instruction Lesson
Level of course Master
Year of study not specified
Semester Winter
Number of ECTS credits 3
Language of instruction Czech
Status of course Compulsory
Form of instruction Face-to-face
Work placements Course does not contain work placement
Recommended optional programme components None
Lecturer(s)
  • Hubertová Lucie, Mgr. Ph.D.
Course content
1. Pedagogical diagnostics - summative and formative diagnostics, positive and negative diagnostics, normative, critical, individualized and differential diagnostics, dynamic diagnostics, effectiveness and justification of pedagogical diagnostics performed by the teacher, objective and fair diagnostics, ethical rules in diagnostics, diagnostic process and pedagogical diagnosis , pedagogical-psychological diagnostics as a counseling service, persons providing pedagogical-psychological diagnostics within the counseling services. 2. Selected methods of pedagogical diagnostics - history, interview, observation, analysis of results of activities, portfolio, questionnaire. 3. Preparedness of the child to enter elementary school - compulsory school attendance, enrollment in primary school, school maturity, school preparedness, pedagogical diagnosis within school maturity and preparedness, postponement of school attendance, impacts of poor diagnostic conclusion on the postponement of school attendance. 4. School knowledge and skills - didactic test (types of didactic tests, types of test items, didactic test, evaluation of didactic test). 5. Reading and writing - reading and writing methods, expected outputs in reading and writing in the Framework educational Program for Primary Education, reading and writing diagnostics made by teacher (diagnostics of teaching materials, diagnostics of sub-functional deficits, diagnostics of reading literacy).

Learning activities and teaching methods
Monological explanation (lecture, presentation,briefing), Dialogue metods(conversation,discussion,brainstorming), Self-study (text study, reading, problematic tasks, practical tasks, experiments, research, written assignments), Demonstration of student skills
  • Class attendance - 28 hours per semester
  • Home preparation for classes - 14 hours per semester
  • Preparation for credit - 12 hours per semester
  • Class attendance - 8 hours per semester
  • Home preparation for classes - 8 hours per semester
  • Preparation for credit - 12 hours per semester
Learning outcomes
The aim of the course is to introduce students with pedagogical and psychological diagnostics at elementary schools from its content specification to application of theoretical knowledge to solving model situations.
Student knows the function (purpose) of pedagogical diagnostics in the educational process. Student knows the possibilities of objective and fair diagnostics. Student knows the stages of the diagnostic process and is able to apply them to specific diagnostic situations. Student understands teachers' rights and responsibilities in the area of pedagogical diagnostics resulting from legislative regulations. Student understands the ethical aspects of the pedagogical diagnosis by the teacher. Student knows individual methods of pedagogical diagnostics and their advantages and disadvantages. Student is able to apply selected methods of pedagogical diagnostics to specific situations in his own educational practice. Student prepares and performs a screening diagnostics of the child's enrollment in the 1st year of elementary school, from which he is able to gain essential information about the developmental level of the child in the monitored characteristics and to determine the child's readiness for entry the elementary school. Student prepares, performs and evaluates the screening diagnostics of pupils of the selected grade of elementary school with a didactic test in the selected area of education. Student prepares, performs and evaluates the screening diagnostics of the level of reading and writing of elementary school pupil.
Prerequisites
Student has basic knowledge of general, developmental and pedagogical psychology.

Assessment methods and criteria
Practical demonstration of acquired skills, Oral presentation of self-study, Written assignment

Active participation in lectures. Implementation of screening diagnostics of a preschool or elementary school pupil in one of the selected areas (enrollment in primary school, didactic test, reading and writing) and presentation to other students.
Recommended literature
  • Diagnostika školní zralosti. Praha: Raabe, 2012. ISBN 978-80-87553-52-7.
  • BEDNÁŘOVÁ, J., ŠMARDOVÁ, V. Školní zralost: co by mělo umět dítě před vstupem do školy. Brno: Edika, 2015. ISBN 978-80-266-0793-9.
  • CHRÁSKA, M. Didaktické testy: příručka pro učitele a studenty učitelství. Brno: Paido, 1999. ISBN 80-85931-68-0.
  • JEŘÁBEK, O., BÍLEK, M. Teorie a praxe tvorby didaktických testů. Olomouc: Univerzita Palackého v Olomouci, 2010. ISBN 978-80-244-2494-1.
  • KLENKOVÁ, J., KOLBÁBKOVÁ, H. Diagnostika předškoláka: správný vývoj řeči dítěte. Brno: MC nakladatelství, 2003. ISBN 80-239-0082-X.
  • KOCUROVÁ, M., a kol. Analyticko-syntetická a genetická metoda ve výuce čtení. Praha: Univerzita Karlova v Praze, Pedagogická fakulta, 2012. ISBN 978-80-7290-578-2.
  • MERTIN, V., a kol. Metody a postupy poznávání žáka: pedagogická diagnostika. Praha: Wolters Kluwer ČR, 2016. ISBN 978-80-7552-014-2.
  • MLČÁKOVÁ, R. Grafomotorika a počáteční psaní. Praha: Grada, 2009. ISBN 978-80-247-2630-4.
  • SCHINDLER, R., a kol. Rukověť autora testových úloh. Praha: Centrum pro zjišťování výsledků vzdělávání, 2006. ISBN 80-239-7111-5.
  • VÁGNEROVÁ, M., KLÉGROVÁ, J. Poradenská psychologická diagnostika dětí a dospívajících. Praha: Karolinum, 2008. ISBN 978-80-246-1538-7.
  • ZELINKOVÁ, O. Pedagogická diagnostika a individuální vzdělávací program. Praha: Portál, 2011. ISBN 978-80-262-0044-4.


Study plans that include the course
Faculty Study plan (Version) Category of Branch/Specialization Recommended year of study Recommended semester