SKPC008 Pedagogical diagnostics and evaluation

Faculty of Education
Autumn 2021
Extent and Intensity
0/0/0. 8 credit(s). Type of Completion: z (credit).
Taught in person.
Teacher(s)
doc. Mgr. Jana Kratochvílová, Ph.D. (lecturer)
doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D. (lecturer)
Guaranteed by
doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D.
Institute for Research in School Education - Faculty of Education
Contact Person: Mgr. Jana Veličková
Supplier department: Institute for Research in School Education - Faculty of Education
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
Students will understand current approaches to concepts of quality, effectivity, evaluation and assessment.
Learning outcomes
Students understand current approaches to concepts of quality, effectivity, evaluation, and assessment.
Syllabus
  • Evaluation of eduactional needs, evaluation of processes of learning and instruction, evaluation of educational outcomes, evaluation of textbooks, evaluation of school climate and classes, evaluation of school effectiveness, autoevaluation of teacher´s work, theory of measurement.
  • Educational assessment. Process of assessment. Legislative. Ethics. Archives, documentation. Sources of information (grades, exams, knowledge tests – types, tests and questionnaires, anamnesis, observation, projective techniques, documents analysis, portfolio). Computer assisted assessment. Objectivity, reliability, validity, norms. Assessmentof educational trajectory, learning dispositions – cognitive (intelligence, learning ability, attention, creativity, cognitive style, learner strategies,…) and affective-motivational (school anxiety, learning and achievement motivation, interest, causal attribution, self-concept, …), academic success, special educational needs, educational transfer, …). Individual intervention (gifted children, learning and behaviour problems). Assessment of behaviour and interaction, school/classroom climate, sociometry, family conditions. Teacher self-assessment and self-reflection. Educational counseling in the Czech Republic.
Literature
    required literature
  • Průcha, J. Pedagogická evaluace. Brno : MU, 1996.
  • Chvál, M., Procházková, I., & Straková, J. (2015). Hodnocení výsledků vzdělávání didaktickými testy. Praha: ČŠI. Dostupné z: http://www.csicr.cz/cz/Aktuality/Hodnoceni-vysledku-vzdelavani-didaktickymi-testy
  • AERA, APA, NCME (2014). Standards for Educational and Psychological Testing. USA, Washington: AERA.
  • Hadj Moussová, Z., & Duplinský, J. (2002). Diagnostika. Praha: PdF UK.
  • Vašťatková, J. Úvod do autoevaluace školy. Olomouc: UP, 2006.
    recommended literature
  • Hrabal, V. (2002). Diagnostika: pedagogicko-psychologická diagnostika žáka s úvodem do diagnostické aplikace statistiky. Praha: Karolinum.
  • Ryan, K., & Cousins, J. B. (2009). The SAGE International Handbook of Educational Evaluation. Los Angeles: SAGE.
  • Scheerens, J., Glas, C. A. W., & S. Thomas (2003). Educational Evaluation, Assessment, and Monitoring: a Systemic Approach. London: Taylor & Francis.
  • Gavora, P. (1999). Akí su moji žiaci? Pedagogická diagnostika žiaka. Bratislava: Práca.
  • Straková, J. (2016). Mezinárodní výzkumy výsledků vzdělávání. Metodologie, přínosy, rizika a příležitosti. Praha: Karlova Univerzita.
  • Mertin, V., & Krejčová, L. (2012). Metody a postupy poznávání žáka: pedagogická diagnostika. Praha: Wolters Kluwer Česká republika.
  • Kratochvílová, J. (2011). Systém hodnocení a sebehodnocení žáků. Zkušenosti z České republiky i Evropských škol. Brno: MSD.
  • Ingenkamp, K. Lissmann, U. (2008). Lehrbuch der Pädagogischen Diagnostik. Basel: Beltz.
  • Kubiszyn, T., & Borich, G. D. (2015). Educational testing and measurement: Classroom application and practice. Hoboken: John Wiley & Sons.
  • Bortz, J., Döring, N. Forschungsmethoden und Evaluation. Berlin: Springer, 2002.
  • AERA, APA, NCME. (2001). Standardy pro pedagogické a psychologické testování (APA).
  • Hrabal, V., & Pavelková, I. (2010). Jaký jsem učitel. Praha: Portál.
  • Kuper, H. Evaluation im Bildungssystem. Stuttgart : Kohlhammer, 2005.
  • Urbánek, T., Denglerová, D., & Širůček, J. (2011). Psychometrika – měření v psychologii. Praha: Portál.
  • Popham, J. W. (2008). Classroom Assessment. Boston: Pearson Education.
Teaching methods
Individual work
Assessment methods
Critical evaluation of min. two foreign studies from the field of educational evaluation and asessment (f.e. from the journal Evaluation and Accountability) with the connection to own Ph.D. thesis.
To defend at least partially realized Ph.D. project of methodological character or evaluative/assessment research (as a basis of the Ph.D. thesis).
Knowledge of the discipline (evaluation, assessment).
Language of instruction
Czech
Further comments (probably available only in Czech)
The course is taught each semester.
The course is taught: in blocks.
Teacher's information
Studies from journals: Pedagogika, Pedagogická orientace, Orbis scholae, Educational Assessment, Evaluation and Accountability, Educational Research & Evaluation

Database: Eurydice, Eurybase, FIS-Bildung

NÚV: project Way to quality (Cesta ke kvalitě)

The course is also listed under the following terms autumn 2020, Spring 2021, Spring 2022.
  • Enrolment Statistics (recent)
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