SZ6635 Basis of Educational-psychology Diagnostics

Faculty of Education
Spring 2019
Extent and Intensity
0/0/.3. 2 credit(s). Type of Completion: z (credit).
Teacher(s)
Mgr. Jarmila Bradová, Ph.D. (lecturer)
Mgr. Tomáš Kohoutek, Ph.D. (lecturer)
doc. Mgr. Jana Kratochvílová, Ph.D. (lecturer)
Mgr. et Mgr. Jan Mareš, Ph.D. (lecturer)
Mgr. Jana Obrovská, Ph.D. (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
Timetable
Fri 1. 3. 8:00–9:50 učebna 24, Fri 29. 3. 8:00–9:50 učebna 24
Prerequisites
!NOWANY( SZ6035 Basis of Educational-psychology Diagnostics )
The course refers to the subject Research in educational practice, completion of which is expected.
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 will enable students to practice pedagogical-psychological diagnostics on themselves and in the field of basic school applications. After completing the course the student should be able to work with the information that can be gained during the course and within the assistant practice (at school). This is the first course of diagnostics followed by a deepening and expanding continuation of the course in the follow-up Master's study. Students learn to use data available at school for decision making and changes in teaching and maintaining or developing evidence-based instruction. Based on the data, he / she learns to decide on differentiation and individualization in teaching, support by a specialist, evaluation of the effectiveness of his / her own practice. They learn to communicate results to colleagues, pupils, parents and specialists.
Learning outcomes
On completion of this course, the student will be able to:
• explain basic approaches to the diagnosing pupils and students in the classroom (or group of children) and at school, primarily focusing on individual aspects of educational process;
• interpret results of psychological and special pedagogical examination;
• formulate the objective of a simple diagnostic procedure, selects an appropriate screening diagnostic tool;
• use in school practice commonly available data or gain necessary partial data, analyze it by basic techniques, interpretate the results, present them orally and in writing in an understandable way to colleagues, pupils and parents and suggest implementation and action at an individual level.
Syllabus
  • Seminar No. 1(taught by a pedagogue and a psychologist together);
  • •Basic concepts of diagnostics (diagnostics, diagnosis, semi-formal diagnosis at school). Use of diagnostics in different school contexts and its goals. Ethics in the diagnostic process, ethical work with results. Standards for the use of diagnostic methods. Diagnostic procedure. Diagnostic assesment, diagnostic hypothesis, diagnostic measures. Strategies and practices in educational diagnostics. Working with reports. Counseling system in education;
  • •Diagnosis of cognitive assumptions and work with its results;
  • •Diagnosis of non-cognitive characteristics affecting school performance;
  • •Questionnaires aimed at screening of some aspects of personality: life satisfaction, stress management, motivation to achievement, learning styles, self-concept of school success;
  • Seminar No. 2 (taught by a pedagogue);
  • •Case history;
  • •Observations in the classroom and in school situations: types of observation and their use; observation systems, sheets, mistakes made during an observation;
  • •Analysis of learning products: structured (mind maps, sketches, diagrams, tables, plans), creative (poster, film, picture, painting, texts), represenative, action oriented (lecture, roll play, exhibition, projection, models);
  • •Analysis of activity products - themed artwork, workbooks, essays, etc.;
  • •Projective techniques - dynamic drawing, writing analysis, unfinished sentences;
  • •Interview with a pupil;
  • •Analysis of pedagogical documentation as a basis for diagnostic consideration aimed at a pupil and evaluation of possible intervention actions.
Literature
    recommended literature
  • Kubiszyn, T., & Borich, G. D. (2015). Educational testing and measurement: Classroom application and practice. Hoboken: John Wiley & Sons.
Teaching methods
lecture
Assessment methods
Criteria for granting credit: preparation for lessons, particularly reading (5 points), 2 class exercises (10 points each), knowledge test (5 points).
Language of instruction
English
Further comments (probably available only in Czech)
Study Materials
Information on the extent and intensity of the course: 4 hodiny.
Listed among pre-requisites of other courses
The course is also listed under the following terms Spring 2018, Spring 2020, Spring 2022, Spring 2023, Spring 2024, Spring 2025.
  • Enrolment Statistics (Spring 2019, recent)
  • Permalink: https://is.muni.cz/course/ped/spring2019/SZ6635