SZ6052 Educational and Psychology Assessment in Teaching Practice (Exercise)

Faculty of Education
Autumn 2024
Extent and Intensity
0/0/.5. 3 credit(s). Type of Completion: k (colloquium).
In-person direct teaching
Teacher(s)
Mgr. Tomáš Kohoutek, Ph.D. (lecturer)
doc. Mgr. Jana Kratochvílová, Ph.D. (lecturer)
Mgr. et Mgr. Jan Mareš, Ph.D. (lecturer)
doc. RNDr. Eva Trnová, PhD. (lecturer)
Mgr. Dana Veselá, Ph.D. (lecturer)
Bc. Eliška Bařina Barochová (assistant)
Mgr. Radek Pospíšil, Ph.D. (assistant)
Mgr. Jana Obrovská, Ph.D. (alternate examiner)
Mgr. Oksana Yuriyivna Stupak, Ph.D., DrSc. (alternate examiner)
doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D. (alternate examiner)
Guaranteed by
doc. Mgr. Jana Kratochvílová, Ph.D.
Department of Education – Faculty of Education
Supplier department: Department of Education – Faculty of Education
Timetable
Sat 5. 10. 9:00–10:50 učebna 30, Sat 12. 10. 12:00–13:50 učebna 30, Sat 9. 11. 9:00–10:50 učebna 30, Sat 7. 12. 12:00–13:50 učebna 30
Prerequisites (in Czech)
!NOWANY( SZ6652 Educational and Psychological Assessment in Teaching 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 aim of the course is to enable future teachers to experience chosen methods of pedagogical-psychological diagnostics applied on themselves and in specific school applications. The goal is to be able to work with information that is available in the course of instruction and at school and also be capable of gaining additional data that is relevant to an understanding of individual learning specifics of a particular pupil, screening for common issues and work with the class as a group. This is a follow-up course, preceded by more narrowly designed course in undergraduate studies. Students learn to work with data available at school in a reliable a valid way to make decisions and changes in teaching and maintainance or development of successful teaching (evidence bassed instruction). They learn to identify indicators of potential issues, use available data and gain necessary data by learning to choose appropriate tool, to evaluate data and interpret it, to propose measures and to evaluate them. Based on the data they learn to decide on differentiation and individualization in teaching, expert support, evaluation of the effectiveness of their practice. They learn to communicate results to colleagues, pupils, parents and experts.
Learning outcomes
On completion of this course, the student will be able to:
- explain basic approaches of diagnosing student in the class (or group) and at school.
- formulate an objective of comprehensive diagnostic procedure, select appropriate diagnostic tools and information resources.
- construct a didactic test or more extensive questionnaire.
- analyze the data using basic techniques, interpret results, present it orally and in writing in an understandable way to colleagues, pupils and parents and suggest implementation and action at an individual level.
Syllabus
  • Lecture No. 1 (taught by a pedagogue)
  • Assignment of a portfolio task and requirements for completing the course. An example of inspiring practice and working with it.
  • Diagnosis of pupils' results. Approaches to diagnosing students' learning difficulties. Formative assessment and assessment for/as learning . Student preconcepts and misconcepts (concept cartoons, concept maps).
  • Lecture No. 2, (taught by a psychologist) Diagnostics of pupils' behavior, diagnostics of problematic behavior: observation, diagnostics of interaction, self-assessment of pupils. Individual educational plan. The role of the teacher as a contact person in case of behavioral problems, cooperation with the school counseling center and other specialists (psychologist, psychotherapist, educational care center, etc.) and work with the recommendations of specialists. Cooperation with parents. Pupil support in the classroom. Problem prevention, intervention and prevention.
  • Lecture No. 3, (taught by a pedagogue)
  • Diagnosis of pupils' results. School didactic tests (creation, operational structure of the task in relation to the objectives, examples of good and worse items, results and classification). Use of tests for formative assessment. Strategies for oral and written examination.
  • Creation of a didactic test or oral exam and evaluation criteria.
  • Lecture No. 4, (taught by a psychologist)
  • The use of diagnostics and its goals in various areas of teacher's work. Counseling system in education. Cooperation with experts when diagnosing students and finding appropriate measures to support their learning and development. Ethics in the diagnostic process, ethics of working with results. Self-diagnostics in teacher's work.
  • Lecture No. 5
  • Diagnosing of Giftedness (self-study)
Literature
    required literature
  • Standardy pro pedagogické a psychologické testování. 1. české vyd. Praha: Testcentrum, 2001, 192 s. ISBN 8086471071. info
  • HRABAL, Vladimír and Isabella PAVELKOVÁ. Jaký jsem učitel. Vyd. 1. Praha: Portál, 2010, 239 s. ISBN 9788073677558. info
  • Gavora, P. (1999). Akí su moji žiaci? Pedagogická diagnostika žiaka. Práca: Bratislava.
  • 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
  • CHRÁSKA, Miroslav. Didaktické testy : příručka pro učitele a studenty učitelství. Brno: Paido, 1999, 91 s. ISBN 8085931680. 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
    not specified
  • BROOKHART, Susan M. and Anthony J. NITKO. Educational assessment of students. Eighth edition. NY: Pearson, 2019, xiv, 535. ISBN 9780134807072. info
  • NITKO, Anthony J. and Susan M. BROOKHART. Educational assessment of students. Sixth edition. Harlow: Pearson, 2014, ii, 482. ISBN 9781292041025. info
Teaching methods
lectures, class discussion, homework, reading
Assessment methods
The criteria for the course-unit credit: the portfolio of tasks: implementation of diagnostic activities, Creation of a particular tasks.
Language of instruction
Czech
Study support
https://is.muni.cz/auth/el/ped/podzim2024/SZ6052/index-GFXtWM.qwarp
Further comments (probably available only in Czech)
Information on the extent and intensity of the course: 6 hodin.
Listed among pre-requisites of other courses
Teacher's information
  • The course is linked to the teaching practice 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.
    • The course is also listed under the following terms Autumn 2017, Autumn 2018, Autumn 2019, autumn 2020, Autumn 2021, Autumn 2022, Autumn 2023.
    • Enrolment Statistics (recent)
    • Permalink: https://is.muni.cz/course/ped/autumn2024/SZ6052