SZ6610 Basics of Educational Assessment

Faculty of Education
Spring 2025
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)
Mgr. Jana Obrovská, Ph.D. (lecturer)
Mgr. Oksana Yuriyivna Stupak, Ph.D., DrSc. (lecturer)
doc. RNDr. Eva Trnová, PhD. (lecturer)
doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D. (lecturer)
Guaranteed by
doc. Mgr. Jana Kratochvílová, Ph.D.
Department of Education – Faculty of Education
Supplier department: Department of Education – Faculty of Education
Prerequisites
!NOWANY( SZ6010 Basis of Edu. Diagnostics )
The course refers to the subject SZ6006 Research in educational practice, completion of which is expected. The course expect completion of some practice. 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
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
    recommended literature
  • Kubiszyn, T., & Borich, G. D. (2015). Educational testing and measurement: Classroom application and practice. Hoboken: John Wiley & Sons.
    not specified
  • Katz. J. (2013). Resource Teachers: a Changing Role in the Three-Block Model of Universal Design for Learning. WInnipeg: PORTAGE and MAIN PRESS.
  • Tomlinson, A. (2013). Assessment and Student Success in a Differentiated Classroom. Alexandria: ASCD.
Teaching methods
Seminar, two-hour block; alternating frontal, group work; 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
English
Listed among pre-requisites of other courses
Teacher's information
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.
The course is also listed under the following terms Spring 2019, Spring 2020, Spring 2022, Spring 2023, Spring 2024.
  • Enrolment Statistics (Spring 2025, recent)
  • Permalink: https://is.muni.cz/course/ped/spring2025/SZ6610