PdF:SZ6010 Basis of Edu. Diagnostics - Course Information

SZ6010 Basis of Educational Diagnostics

Extent and Intensity

0/1/0. 2 credit(s). Type of Completion: z (credit).
In-person direct teaching

Teacher(s)

Mgr. Jarmila Bradová, Ph.D. (lecturer)
doc. Mgr. Jana Kratochvílová, Ph.D. (lecturer)
doc. RNDr. Eva Trnová, PhD. (lecturer)
Mgr. Karolína Dundálková, Ph.D. (seminar tutor)
Mgr. Oksana Yuriyivna Stupak, Ph.D., DrSc. (seminar tutor)
Mgr. Dana Veselá, Ph.D. (seminar tutor)
Mgr. Jana Veseláková (seminar tutor)
doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D. (seminar tutor)
Mgr. Gabriela Šimková (assistant)

Guaranteed by

doc. Mgr. Jana Kratochvílová, Ph.D.
Department of Education – Faculty of Education
Supplier department: Department of Education – Faculty of Education

Prerequisites

!NOWANY( SZ6610 Basics of Edu. Assessmet )
The course refers to the subject SZ6006 Research in educational practice, completion of which is expected. The course expect completion of some practice (SZ6007, SZ60036, individual practice etc.). Portfolio task is conected with practice.

Course Enrolment Limitations

The course is also offered to the students of the fields other than those the course is directly associated with.

fields of study / plans the course is directly associated with

there are 61 fields of study the course is directly associated with, display

Course objectives

The course objective is to equip students with basic knowledge of Educational Assessment theory and gain experience with its application in practice during specific diagnostic activities. The student will understand the setting of diagnostic activities and teacher collaboration with experts in identifying abilities, knowledge, skills, needs and special needs of the pupil. Students get an overview of specific topics of assessment, methods and assessment process in primary education. The aim is to teach students:
• use basic assessment methods, in particular observation, interviewing and content analysis of pupil work in practice, thus obtaining data available at the school for decision making and changes in teaching and maintaining or developing evidence-based instruction;
• based on the data then decide on differentiation and individualization in teaching, support by a specialist, evaluation of effectiveness of own practice;
• communicate results to colleagues, pupils, parents and specialists.

Learning outcomes

On completion of this course, the student:
• applies basic approaches, methods and techniques of pedagogical diagnostics in practice and proceeds according to the phases of diagnostic activity;
• formulates the target of the diagnostic activity and chooses a suitable method and appropriate screening diagnostic tool;
• uses mostly the method of observation, interviewing and content analyzes of the pupil's work in practice;
• reflects his/her diagnostic activity towards the goal, the chosen methods and the pupil's personality development;
• establish a simple pedagogical support plan (PLPP) according to valid legislative requirements;
• introduces basic legislation related to the diagnostic role of the assistant teacher.

Syllabus

• Course meeting sections:
• Seminar No 1.
• •Basic terms of assessment (evaluation, assessment, diagnosis). Assessment in different school contexts and goals. Importance of educational assessment in the work of teachers in school and cooperation with school counseling facilities. History of educational assessment. Teacher and assessment, role of assessment, assessment competence. Errors and bias in assessment activities.
• Seminar No 2.
• •Assessment process. Planning, conducting and Interventions. Strategies and practices of educational assessment. Ethics and Standards. Cooperation with the school staff and counseling facilities. Legislation. Pedagogical support plan.
• Seminar No 3.
• •Observation of teacher assessment activities in practice. Unstructured and structured field observations in the context of the diagnostic proces. The examples of observation systems from other countries.
• Seminar No 4. • Interview with selected student in the context of the assessment proces. Types of interview. Interview with parents.
• Dynamic diagnostics: its starting points, methods and use in the school environment.
• Seminar No. 5.
• Portfolio as a diagnostic tool. Experience with the portfolio abroad. Analyzes of selected products pupil learning: structured (conceptual maps, sketches, diagrams, tables, schedules), creative (poster, painting, lyrics). Analysis of product activities - thematic drawings, workbooks, style works, etc. Anamnesis and its use in school practice.
• Seminar No. 6.
• •Self-reflection of the diagnostic activity carried out in practice and peer-assessment of the classroom's diagnostic activities. Autonomous evaluation of the test.

Literature

required literature
• AERA, APA, NCME. (2001). Standardy pro pedagogické a psychologické testování (APA).
• KRATOCHVÍLOVÁ, JANA. Systém hodnocení a sebehodnocení žáků. Zkušenosti z České republiky i Evropských škol. Brno: MSD.
• MERTIN, Václav and Lenka KREJČOVÁ. Metody a postupy poznávání žáka : pedagogická diagnostika. Vyd. 1. Praha: Wolters Kluwer Česká republika, 2012, 343 s. ISBN 9788073576790. info
• HRABAL, Vladimír and Isabella PAVELKOVÁ. Jaký jsem učitel. Vyd. 1. Praha: Portál, 2010, 239 s. ISBN 9788073677558. info
• MÁLKOVÁ, Gabriela. Zprostředkované učení : jak učit žáky myslet a učit se. Vyd. 1. Praha: Portál, 2009, 116 s. ISBN 9788073675851. info
• ZELINKOVÁ, Olga. Pedagogická diagnostika a individuální vzdělávací program : [nástroje pro prevenci, nápravu a integraci]. Vyd. 2. Praha: Portál, 2007, 207 s. ISBN 9788073673260. info

recommended literature
• GAVORA, Peter. (1999). Akí sú moji žiaci? Pedagogická diagnostika žiaka. Bratislava: Práca.
• MAREŠ, Jiří. Pedagogická psychologie. Vyd. 1. Praha: Portál, 2013, 702 s. ISBN 9788026201748. info
• KUBISZYN, Tom. Educational testing and measurement : classroom application and practice. Edited by Gary D. Borich. 9th ed. Hoboken, NJ: Wiley, 2010, xv, 495. ISBN 9780470522813. info
• VALIŠOVÁ, Alena and Hana KASÍKOVÁ. Pedagogika pro učitele. 2007. ISBN 978-80-247-1734-0. info
• DITTRICH, Pavel. Pedagogicko-psychologická diagnostika. Vyd. 2., upr. Jinočany: H & H, 1993, 121 s. ISBN 8085467062. info

not specified
• Tomlinson, A. (2013). Assessment and Student Success in a Differentiated Classroom. Alexandria: ASCD.
• Katz. J. (2013). Resource Teachers: a Changing Role in the Three-Block Model of Universal Design for Learning. WInnipeg: PORTAGE and MAIN PRESS.
• KASÁČOVÁ, Bronislava a Mariana CABANOVÁ et al. (2013). Pedagogická diagnostika v teórii a aplikáciách. Banská Bystrica: Belianum.

Teaching methods

Seminar, two-hour block; alternating frontal, group work; self-employment - portfolio task; discussion.

Assessment methods

1) Portfolio task: student / client's diagnostic activity in practice, its written processing with pedagogical support plan for selected pupil/client.
2) Peer-assessment of the portfolio task.
4) Knowledge test.

Language of instruction

Czech

Further comments (probably available only in Czech)

Study Materials

Listed among pre-requisites of other courses

• SZ6610 Basics of Educational Assessment
  !NOWANY(SZ6010)  

Teacher's information

https://is.muni.cz/auth/el/ped/jaro2021/SZ6010/index.qwarp

The course is linked to the assistantship and it is necessary to complete it within the internship. The course requires active work with the student, cooperation with the teacher in the practice and active presentation in a group colloquium.

Erasmus student: A student who is awarded an ISP for the Erasmus+ programme registers in a group called Erasmus. He/she studies independently according to the objectives, content and named outcomes in the course syllabus. They work towards completing a portfolio assignment. They pair up with a classmate from the Erasmus study group to peer assess the portfolio assignment. They will submit their portfolio assignment to the Erasmus group submission room. A student who has been awarded an ISP has the right to complete a compulsory or compulsory elective course outside the examination period, during the semester immediately following the semester in which he/she has been in a foreign university or work placement abroad. The student agrees with the teacher on the date of completion of the course.

• Enrolment Statistics (Spring 2025, recent)
  
• Permalink: https://is.muni.cz/course/ped/spring2025/SZ6010