SOe307 Educational Assessment of students

Faculty of Education
Autumn 2023
Extent and Intensity
0/2/0. 5 credit(s). Type of Completion: k (colloquium).
Teacher(s)
Mgr. Jarmila Bradová, Ph.D. (seminar tutor)
doc. Mgr. Jana Kratochvílová, Ph.D. (seminar tutor)
Mgr. Jana Obrovská, Ph.D. (seminar tutor)
Mgr. Zdeněk Janík, M.A., Ph.D. (assistant)
Guaranteed by
Mgr. Jarmila Bradová, Ph.D.
Department of Social Education – Faculty of Education
Contact Person: Mgr. Jarmila Bradová, Ph.D.
Supplier department: Department of Education – Faculty of Education
Course Enrolment Limitations
The course is offered to students of any study field.
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 in culturally diverse environments. 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 schools 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 with regard to intercultural awareness.
Learning outcomes
On completion of this course, the student: • applies basic approaches, methods and techniques of pedagogical assessment 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: 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. 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. 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. 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. 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. 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
  • Assessment and student success in a differentiated classroom. Edited by Carol A. Tomlinson - Tonya R. Moon. 1 online r. ISBN 9781416616177. 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
    recommended literature
  • KATZ, Jennifer. Resource teachers : a changing role in the three-block model of universal design for learning. Winnipeg: Portage&Main Press, 2013, x, 187. ISBN 9781553795018. info
Teaching methods
Alternating frontal teaching and a group work; portfolio task; discussion.
Assessment methods
1) Portfolio task: student's diagnostic activity in practice, its written processing with pedagogical support plan for a selected pupil. 2) Peer-assessment of the portfolio task. 3) Formative test.
Language of instruction
English
  • Enrolment Statistics (recent)
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