IPPk11 Pedagogical and psychological assessment and practice 1

Faculty of Education
Autumn 2018
Extent and Intensity
0/0/1. 6 credit(s). Type of Completion: z (credit).
Teacher(s)
PhDr. Táňa Fikarová, Ph.D. (lecturer)
Mgr. Veronika Najvarová, Ph.D. (lecturer)
Guaranteed by
doc. Mgr. Jana Kratochvílová, Ph.D.
Department of Primary Education – Faculty of Education
Contact Person: Soňa Kudelová
Supplier department: Department of Primary Education – Faculty of Education
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 Psychoeducational Assessment theory and practice. 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.
Learning outcomes
At the end of the course students will be able: to define the basic concepts of pedagogical-psychological assessment; describe the diagnostic process in school; explain different types of pedagogical-psychological assessment; characterize basic assessment methods; illustrate the use of given assessment methods for specific cases; on the basis of typical manifestations beeing oriented in pedagogical assessment and prognoses; to perform the teacher self-assessment to interpret the results of a psychological or special pedagogical examination, to choose a suitable assessement tool, to use commonly available data on the pupil in school practice, to present results in a clear way to colleagues and parents; on the basis of the results of the examination, propose implementation and measures on individual level.
Syllabus
  • Topics by consultations: 1. Basic theoretical bases of Psychoeducational Assessment; relationship to other disciplines. Basic terms of diagnostics (evaluation, assessment, diagnosis,). 2. Assessment in different school contexts and goals. 3. Importance of psychoeducational assessment in the work of teachers in primary school (individualization and differentiation of education, support measures). 4. Teacher and assessment, role of assessment, assessment competence; Ethics and Standards. 5. Assessment process. Planning, conducting and Interventions. 6. Strategies and practices of Psychoeducational Assessment. Working with reports. Counseling system in education. 7. Overview of Psychoeducational Assessment methods I. 8. Overview of Psychoeducational Assessment methods II. 9. Diagnostics of the family as an educational factor. 10. Psychoeducational Assessment readiness child on school education, motivation and interests of the child. 11. Selfevaluation and selfreflection of teachers. Errors and bias in assessment activities. 12. Cooperation with the school staff and counseling facilities. Legislation. Topics by practice: 1. Observation of teacher assessment activities in practice, interviews with teachers, getting to know the teachers as diagnostic activities. 2. Unstructured and structured field observations in the context of the diagnostic process 3. Interview with selected student in the context of the assessment process. 4. Creating own survey using a standardized questionnaire or in practice, or an application selected projective techniques in practice. 5. Analyzes of selected products pupil learning. Formal and content characteristics of selected products. 6. Introduction to the possibilities and limits of consultancy work in education. Detailed analysis of psychological or special educational testing. Introducing requisites examination. 7. Observations interview with the teacher in practice the possibilities of individualization and differentiation in teaching and implementing supportive measures in education. Eighth self-perception questionnaire on personality traits (temper), content analysis preparations feedback others.
Literature
  • MERTIN, Václav and Lenka KREJČOVÁ. Metody a postupy poznávání žáka : pedagogická diagnostika. 2., doplněné a aktualizova. Praha: Wolters Kluwer, 2016, 398 stran. ISBN 9788075520142. info
  • Pedagogická diagnostika a profese učitele. Edited by Josef Malach - Zuzana Sikorová. Vydání první. Ostrava: Ostravská univerzita v Ostravě, Pedagogická fakulta, 2014, 108 stran. ISBN 9788074646539. info
  • ZELINKOVÁ, Olga. Pedagogická diagnostika a individuální vzdělávací program. Vydání třetí. Praha: Portál, 2011, 207 stran. ISBN 9788026200444. 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
  • HRABAL, Vladimír and Isabella PAVELKOVÁ. Jaký jsem učitel. Vyd. 1. Praha: Portál, 2010, 239 s. ISBN 9788073677558. info
Teaching methods
consultations, practice, homework
Assessment methods
graded credit, reflection of student assessment and his/her portfolio
Language of instruction
Czech
Further comments (probably available only in Czech)
The course is taught annually.
The course is taught: in blocks.
Information on the extent and intensity of the course: 12 konzultací + 8 hodin praxí.
The course is also listed under the following terms Autumn 2019, autumn 2020, Autumn 2021, Autumn 2022, Autumn 2023.
  • Enrolment Statistics (Autumn 2018, recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2018/IPPk11