SOk221 Pedagogical and psychological diagnostics

Faculty of Education
Spring 2018
Extent and Intensity
0/1.2/0. 6 credit(s). Type of Completion: zk (examination).
Teacher(s)
PhDr. Denisa Denglerová, Ph.D. (lecturer)
Guaranteed by
PhDr. Denisa Denglerová, Ph.D.
Department of Social Education – Faculty of Education
Contact Person: Mgr. Kateřina Štěpařová
Supplier department: Department of Social Education – Faculty of Education
Timetable
Sat 24. 2. 8:25–12:50 učebna 24, Sat 24. 3. 8:25–12:50 učebna 24, Sat 21. 4. 8:25–11:55 učebna 24
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 100 student(s).
Current registration and enrolment status: enrolled: 0/100, only registered: 0/100, only registered with preference (fields directly associated with the programme): 0/100
fields of study / plans the course is directly associated with
Course objectives
Follow up course to diagnostics. Emphasis on individual work, and practical application of knowledge . After completing the course , students should be able to: - Distinguish types of methods depending on their nature and the degree of objectivity of evaluation - To consider the validity and reliability of methods to recognize valid and invalid diagnostic procedures - Understand the results of psychological reports for teachers - Propose a basic pedagogical methods for diagnostics and research - Take into account the ethical aspects of diagnostics and diagnostic situations - A fair share of the administration and evaluation of selected methods
Syllabus
  • • Objectives of the educational and psychological diagnostics. Main areas of educational and psychological diagnostics. Diagnostics of psychomotor development, talent, sensory skills, specific learning disabilities, personality, social aspects of functioning, diagnostics and psychopathology, rehabilitation / therapy, self-evaluation. • Historical development of diagnostics in psychology and education. Diagnosing such as the creation of diagnosis and assessment process (assessment). The risks and pitfalls of diagnosis. The principles of work with diagnostic methods, ethical principles of competence. • The types of diagnostic methods. Psychometric and clinical methods, qualitative and quantitative approach. Performance tests, questionnaires, projective and psychosemantic methods. • Performance tests. Demands on testing, evaluation and administration - validity, reliability, objectivity. Level measurement standards. Classical test theory. Educational tests and IQ tests. • Questionnaires. Validity and reliability of questionnaires. The work with questionnaire data. Limits of the use of questionnaires. • Clinical and qualitative methods. History, interview, observation, assessment schemes. Procedures for registering and storing information, interpretive framework. • Text as a diagnostic material. Free narration (narration), use podnětového material (unfinished sentences, vocabulary and association processes). • Analysis of the products. Drawing a game in diagnostics. Normative and projective approach to work with the drawing. • Projective methods. Psychosemantics, creation of individual significance. • Sociometry, assessment of social position and psychosocial background of the client.
Literature
  • URBÁNEK, Tomáš, Denisa DENGLEROVÁ and Jan ŠIRŮČEK. Psychometrika : měření v psychologii. Vydání první. Praha: Portál, 2011, 319 stran. ISBN 9788073678364. URL info
  • SVOBODA, Mojmír. Psychologická diagnostika dospělých (Psychodiagnostic of adults). 3rd ed. Praha: Portál, 2005, 306 pp. 3. vydání. ISBN 80-7367-050-X. info
  • PETERSON, Linda Whitney and Milton Edward HARDIN. Děti v tísni : příručka pro screening dětských kreseb. Vyd. 1. Praha: Triton, 2002, 141 s. ISBN 8072542370. info
  • SVOBODA, Mojmír. Psychodiagnostika dětí a dospívajících. (Psychogiagnostics of Child and Adolescents). 1st ed. Praha: Portál, 2001, 791 pp. Studium. ISBN 80-7178-545-8. info
  • GOULD, Stephen Jay. Jak neměřit člověka :pravda a předsudky v dějinách hodnocení lidské inteligence. Praha: Lidové noviny, 1998, 436 s. ISBN 80-7106-168-9. info
Teaching methods
working with diagnostics methods (tests), group discussion
Assessment methods
prepare class assignments in during the semester (children's drawings, personality questionnaire, psychosemantic method) Students elaborate two seminar exercises according to specification and within the specified range. At the time it is inserted into the e-system for review and will be present the seminar. 1. Analysis of artwork: Drawings analysis according to the criteria corresponding to the purpose of diagnosis: drawing figures as a benchmark indicator of psychomotor development, drawing families or families enchanted as projective technique drawing of a tree and its use in diagnosing adolescents and adults. Second Verbal methods: vocabulary test as a method to diagnose cognitive development, association experiment as a projective technique Questioning the third and questionnaires: the creation of a pilot entering your own questionnaire or outline a conversation on a chosen topic; evaluation of a standardized questionnaire 4th Projective technique: working with a story to podnětovému material (eg. The board TAT), working with projective Hrovat or sociometric technique. Rating: The subject of evaluation is to respect the award exercises, practice analysis and interpretation. The condition is the completion of a written test.
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
Information on the extent and intensity of the course: 14 hodin.
The course is also listed under the following terms Spring 2019, Spring 2020, Spring 2021, Spring 2022, Spring 2023, Spring 2024, Spring 2025.
  • Enrolment Statistics (Spring 2018, recent)
  • Permalink: https://is.muni.cz/course/ped/spring2018/SOk221