SZ6035 Basis of Educational Diagnostics

Faculty of Education
Spring 2024
Extent and Intensity
0/0/.3. 2 credit(s). Type of Completion: z (credit).
Teacher(s)
doc. Mgr. Jana Kratochvílová, Ph.D. (lecturer)
Mgr. Dana Veselá, Ph.D. (lecturer)
Mgr. Hana Schulzová (assistant)
Mgr. Gabriela Šimková (assistant)
Guaranteed by
doc. Mgr. Jana Kratochvílová, Ph.D.
Department of Education – Faculty of Education
Supplier department: Department of Education – Faculty of Education
Timetable of Seminar Groups
SZ6035/01: Fri 8. 3. 16:00–19:50 učebna 35, D. Veselá
SZ6035/02: Sat 24. 2. 9:00–11:50 učebna 38, D. Veselá
Prerequisites
!NOWANY( SZ6635 Basics of Edu. Assessment )
The course refers to the subject SZ6031 Research in educational practice, completion of which is expected. The course expect completion of some practice (SZ6085, SZ60086, individual practice etc.). 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
there are 19 fields of study the course is directly associated with, display
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.
  • Interview with selected student in the context of the assessment proces. Types of interview. Interview with parents. Anamnesis and its use in school practice.
  • Dynamic diagnostics: its starting points, methods and use in the school environment.
  • Seminar No. 4.
  • 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, painting, lyrics). Analysis of product activities - thematic drawings, workbooks, style works, etc.
  • 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
  • AERA, APA, NCME. (2001). Standardy pro pedagogické a psychologické testování (APA).
  • KRATOCHVÍLOVÁ, JANA. Systém hodnocení a sebehodnocení žáků. Zkušenosti z České republiky i Evropských škol. Brno: MSD.
  • 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
  • HRABAL, Vladimír and Isabella PAVELKOVÁ. Jaký jsem učitel. Vyd. 1. Praha: Portál, 2010, 239 s. ISBN 9788073677558. info
  • ZELINKOVÁ, Olga. Pedagogická diagnostika a individuální vzdělávací program : [nástroje pro prevenci, nápravu a integraci]. Vyd. 2. Praha: Portál, 2007, 207 s. ISBN 9788073673260. info
    recommended literature
  • GAVORA, Peter. (1999). Akí sú moji žiaci? Pedagogická diagnostika žiaka. Bratislava: Práca.
  • KASÁČOVÁ, Bronislava a Mariana CABANOVÁ et al. (2013). Pedagogická diagnostika v teórii a aplikáciách. Banská Bystrica: Belianum.
  • MAREŠ, Jiří. Pedagogická psychologie. Vyd. 1. Praha: Portál, 2013, 702 s. ISBN 9788026201748. info
  • VALIŠOVÁ, Alena and Hana KASÍKOVÁ. Pedagogika pro učitele. Vydání 1. Praha: Grada, 2007, 402 stran. ISBN 9788024717340. info
  • DITTRICH, Pavel. Pedagogicko-psychologická diagnostika. Vyd. 2., upr. Jinočany: H & H, 1993, 121 s. ISBN 8085467062. info
    not specified
  • Tomlinson, A. (2013). Assessment and Student Success in a Differentiated Classroom. Alexandria: ASCD.
  • Katz. J. (2013). Resource Teachers: a Changing Role in the Three-Block Model of Universal Design for Learning. WInnipeg: PORTAGE and MAIN PRESS.
  • 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
  • MÁLKOVÁ, Gabriela. Zprostředkované učení : jak učit žáky myslet a učit se. Vyd. 1. Praha: Portál, 2009, 116 s. ISBN 9788073675851. info
Teaching methods
lecture
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
Czech
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
Teacher's information
https://is.muni.cz/auth/el/ped/jaro2021/SZ6035/index.qwarp
The course is also listed under the following terms Spring 2018, Spring 2019, Spring 2020, Spring 2021, Spring 2022, Spring 2023, Spring 2025.
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/ped/spring2024/SZ6035