|
Lecturer(s)
|
-
Kiryková Simona, PhDr. Mgr. Ph.D.
|
|
Course content
|
Thematic Areas: Evaluation Processes in Schools: Participants and levels, prerequisites for quality evaluation processes in schools. Evaluation and self-evaluation of school performance. Assessment of Student Performance in Schools: Criteria and indicators for assessment, methods for information collection and performance diagnostics (systematic and analytical observation, oral examination, didactic tests, analysis of written work, analysis of results and activity products, and analysis of student portfolios). Functions of School Evaluation: Informative function, motivational function, regulatory (formative) and educational function, diagnostic and prognostic function. Psychological aspects of school evaluationimpact on the development of student self-concept and self-assessment. Forms of School Evaluation: Quantitative assessment, verbal assessment, working with portfolios. Formative assessment and the development of students' self-assessment competencies. The Teacher's Role in the School Evaluation Process: Assessment activities and teacher competencies, evaluative communication and language, and teacher errors in assessing student performance. The Role of Formative Assessment in Different Educational Concepts: Inspiration for practical application. Selected Formative Assessment Techniques Suitable for Primary Schools.
|
|
Learning activities and teaching methods
|
Dialogue metods(conversation,discussion,brainstorming), Practicum, E-learning, Students' portfolio
- Preparation for credit
- 30 hours per semester
- Home preparation for classes
- 46 hours per semester
- Class attendance
- 14 hours per semester
|
|
Learning outcomes
|
The course develops the existing knowledge of the assessment processes accompanying the education of pupils at the first stage of primary school (acquired in previous courses). The aim is to understand the fundamental influence of school assessment on the formation of the pupil's relationship to school and education and on the development of his/her self-concept and self-esteem, as well as to become aware of the teacher's role in this process. Attention is paid to the individual functions of school assessment and the methods and forms of school assessment suitable for the first stage of primary school (in addition to the predominantly quantitative assessment, especially qualitative and more student-sensitive forms of assessment). Students are guided to select and apply a variety of appropriate forms of assessment in partial pedagogical situations, taking into account the individuality of each student's personality. In practical exercises linked to teaching practice, they acquire formative assessment skills and appropriate assessment language and learn to reflect on their own assessment practices in their work with pupils.
Theoretical knowledge and practical skills in the field.
|
|
Prerequisites
|
General orientation in the subject.
|
|
Assessment methods and criteria
|
Essay, Interview, Presentation of acquired experience via portfolio
Student´s work developed with support from the student's teaching practice.
|
|
Recommended literature
|
-
ČECHOVÁ, H. B. Nápady pro rozvoj a hodnocení klíčových kompetencí žáků. Praha: Portál, 2009. ISBN 978-80-7367-388-8.
-
CHVÁL, M., PROCHÁZKOVÁ, I., STRAKOVÁ, J. Hodnocení výsledků vzdělávání didaktickými testy. Praha: Česká školní inspekce., 2015. ISBN 978-80-905632-9-2.
-
KOŠŤÁLOVÁ, H., MIKOVÁ, Š., STANG, J. Školní hodnocení žáků a studentů se zaměřením na slovní hodnocení. Praha: Portál, 2012. ISBN 978-80-262-0220-2.
-
STARÝ, K., LAUFKOVÁ, V. Formativní hodnocení ve výuce. Praha: Portál, 2016. ISBN 978-80-262-1001-6.
-
WILIAM, D., LEAHY, S. Zavádění formativního hodnocení. Praktické techniky pro základní a střední školy. Praha: EDUkační LABoratoř, 2016. ISBN 978-80-906082-7-6.
|