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Lecturer(s)
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Harazinová Radka, PhDr. Ph.D.
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Course content
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Pedagogical diagnostics - summative and formative diagnostics, positive and negative diagnostics, normative, criterial, individualized and differential diagnostics, dynamic diagnostics, effective and justifiable pedagogical diagnostics by 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. Selected methods of pedagogical diagnostics - history, interview, observation, analysis of results of activities, portfolio, questionnaire. Preparedness of the child to enter primary school - compulsory school attendance, enrollment in primary school, school maturity, school preparedness, pedagogical diagnosis within school maturity and preparedness, postponement of school attendance, additional postponement of school attendance. School knowledge and skills - language and speech (definition, development, teacher diagnosis, speech defects), thinking (definition, development according to Piaget's theory of cognitive development, teacher diagnosis), memory (definition, types of memory, teacher diagnosis), didactic test (kinds of didactic tests, types of test items, making of didactic test, evaluation of didactic test). Reading and writing - reading and writing methods, expected reading and writing outputs in primary school, reading and writing diagnostics in teacher's work (diagnostics of teaching materials, diagnostics of partial deficits, diagnostics of reading literacy).
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Learning activities and teaching methods
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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, Students' portfolio
- Class attendance
- 28 hours per semester
- Preparation for credit
- 14 hours per semester
- Preparation for exam
- 14 hours per semester
- Home preparation for classes
- 34 hours per semester
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Learning outcomes
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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.
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Prerequisites
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Basic knowledge of general and developmental psychology.
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Assessment methods and criteria
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Oral exam, Practical demonstration of acquired skills, Presentation of group work
At least 60% attendance at the lectures. Design, implementation and presentation of screening diagnostics in one of the three diagnostic areas: 1) enrollment of the child in the 1st year of elementary school, 2) didactic test in selected area of education and grade, 3) level of reading and writing. Exam in the form of an accademic discussion with a deeper focus on the selected area of pedagogical diagnostics in the teacher's work.
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Recommended literature
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Diagnostika školní zralosti. Praha: Raabe, 2012. ISBN 978-80-87553-52-7.
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BEDNÁŘOVÁ, J., ŠMARDOVÁ, V. Diagnostika dítěte předškolního věku: co by dítě mělo umět ve věku od 3 do 6 let. Brno: Computer Press, 2007. ISBN 978-80-251-1829-0.
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BEDNÁŘOVÁ, J., ŠMARDOVÁ, V. Školní zralost: co by mělo umět dítě před vstupem do školy. Brno: Edika, 2015. ISBN 978-80-266-0793-9.
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KLENKOVÁ, J., KOLBÁBKOVÁ, H. Diagnostika předškoláka: správný vývoj řeči dítěte. Brno: MC nakladatelství, 2003. ISBN 80-239-0082-X.
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MERTIN, V., a kol. Metody a postupy poznávání žáka: pedagogická diagnostika. Praha: Wolters Kluwer ČR, 2016. ISBN 978-80-7552-014-2.
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MLČÁKOVÁ, R. Grafomotorika a počáteční psaní. Praha: Grada, 2009. ISBN 978-80-247-2630-4.
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SCHINDLER, R., a kol. Rukověť autora testových úloh. Praha: Centrum pro zjišťování výsledků vzdělávání, 2006. ISBN 80-239-7111-5.
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SINDELAROVÁ, B. Předcházíme poruchám učení. Praha: Portál, 2013. ISBN 978-80-262-0405-3.
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SVOBODA, M., KREJČÍŘOVÁ, D., VÁGNEROVÁ, M., eds. Psychodiagnostika dětí a dospívajících. Praha: Portál, 2009. ISBN 978-80-7367-566-0.
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VÁGNEROVÁ, M., KLÉGROVÁ, J. Poradenská psychologická diagnostika dětí a dospívajících. Praha: Karolinum, 2008. ISBN 978-80-246-1538-7.
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ZELINKOVÁ, O. Pedagogická diagnostika a individuální vzdělávací program. Praha: Portál, 2011. ISBN 978-80-262-0044-4.
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