Ped3190 Basics of Educational Assessment

Pedagogická fakulta
jaro 2027
Rozsah
0/1/.4. 5 hours. 2 kr. Ukončení: z.
Vyučováno kontaktně
Vyučující
Mgr. Jarmila Bradová, Ph.D. (přednášející)
doc. Mgr. Jana Kratochvílová, Ph.D. (přednášející)
doc. Mgr. Jana Obrovská, Ph.D. (přednášející)
Mgr. Oksana Yuriyivna Stupak, Ph.D., DrSc. (přednášející)
doc. RNDr. Eva Trnová, PhD. (přednášející)
doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D. (přednášející)
Garance
doc. Mgr. Jana Kratochvílová, Ph.D.
Katedra pedagogiky – Pedagogická fakulta
Dodavatelské pracoviště: Katedra pedagogiky – Pedagogická fakulta
Předpoklady
!NOWANY(Ped1190 Základy pedagogické diagnostiky)
The course refers to the subject Ped3170 Research in Education, completion of which is expected. The course expect completion of some practice. Portfolio task is realted to the teaching practice experience.
Omezení zápisu do předmětu
Předmět je nabízen i studentům mimo mateřské obory.
Mateřské obory/plány
Anotace
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.
Výstupy z učení
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.
Klíčová témata
  • 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.
Studijní zdroje a literatura
    doporučená literatura
  • Kubiszyn, T., & Borich, G. D. (2015). Educational testing and measurement: Classroom application and practice. Hoboken: John Wiley & Sons.
    neurčeno
  • 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.
Přístupy, postupy a metody používané ve výuce
Seminar, two-hour block; alternating frontal, group work; portfolio task; discussion.
Způsob ověření výstupů z učení a požadavky na ukončení
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.
Vyučovací jazyk
Angličtina
Odkaz a informace vyučujících
This course is linked to the teaching practice experience and is required to be completed concurrently within the teaching practice course, therefore it is not recommended to students who are not enrolled in the subject of teaching practice. The course requires active ongoing work with the pupil, collaboration with the supervising teacher in the school and active presentation in a group colloquium.
Studijní opora
https://is.muni.cz/auth/el/ped/jaro2027/SZ6610/index.qwarp
Nachází se v prerekvizitách jiných předmětů
Předmět je zařazen také v obdobích jaro 2026.