Portfolio Task Diagnostic assessment of a chosen pupil Bachelor's study programme Study programme: Form of study: School year: Student´s name: Self- assessment Egg to egg result: 5 4 3 2 1 N Excellent Above average Average Below average Very poor Criterion cannot be applied I use appropriate terminology I select appropriate methods and tools in accordance with the aim of a diagnostic activity I gather appropriate data I evaluate and interpret collected data I formulate findings (diagnosis) and possible measures Formal layout of the work Diagnostics Assessment of a Pupil Assignment: Choose one pupil who shows difficulties in learning and mastering a content of a particular subject. It does not necessarily have to be a pupil with SEN. The point is that any student can face difficulties in learning for various reasons. You will focus on diagnosing his/her learning process and learning outcomes. The goal is to try to focus on diagnosing the causes of the student's failure/difficulties and look for ways to help them. Follow the outline bellow: 1. Characteristics of the pupil 2. The aim of the diagnostic process 3. Plan of a diagnostic activity 4. Collection and analysis of diagnostic data 4.1 Method 1. (data collection, data documentation, interpretation of findings) 4.2 Method 2. (data collection, data documentation, interpretation of findings) 4.3 Method 3. (data collection, data documentation, interpretation of findings) 5. Overall conclusion . diagnosis 6. Proposal of measures for teaching/home preparation for the pupil. Formulate a proposal for teaching measures for teachers as well. 7. Communication of findings and measures 8. Reflect on your experience with diagnostic activity and then perform a self-assessment according to the criteria on the opening page. 9. The classmate evaluator provides verbal feedback in the peer assessment part and then evaluates the classmate's work according to the evaluation criteria stated in the table below Peer-assessment 5 4 3 2 1 N Excellent Above average Average Below average Very poor Criterion cannot be applied He/she uses terminology of PD He/she selects appropriate methods and tools in accordance with the aim of a diagnostic activity He/she gathers appropriate data He/she evaluates and interpret collected data He/she formulates findings (diagnosis) and possible measures Formal layout of the work 10. The author of the work comments on the feedback, edits the work, completes it, mentions how the work has been improved and submits the modified version in the homework vaults. The author states the result of the egg to egg check on the front page, in the self-assessment table. Optionally, you can fill in the following table to propose the measures (section 6 in this portfolio task) Pedagogical support plan SCHOOL INFORMATION Pedagogical support plan (PSP) Name and surname of the child, pupil or student (“student”) Name and surname School School, city, street Form Form Reasons for creating the PSP Provide the main reasons that led you to create a PSP for the student. Date of preparation Date of preparation PSP evaluation scheduled for Date of planned evaluation I. Characteristics of the student and their difficulties (strengths, weaknesses; description of difficulties; where applicable, special-pedagogy diagnostics with the aim of determining adjustments in education; current health condition; other factors influencing setting up support) List the student’s difficulties that have led you to create the PSP. See the bracket above for more details. II. Setting the objectives of the PSP (objectives of the student’s development) Based on the information above, state the objectives you want to achieve for the student. III. Support measures at school (Provide specific procedures in the categories of the support measures you use.) (a) Teaching methods (specification of adjustments to the methods of working with the student) State the methods you plan to apply in the context of support for the student to achieve the set objectives. (b) Organization of education (adjustments to the organization of education in the classroom or, where applicable, outside the classroom) State how you plan to use the adjustments to the organization of the student’s education to achieve the set objectives. (c) Evaluation of the student (definition of the adjustments to evaluation; how the evaluation is carried out; what is the aim of the adjustments to the evaluation; criteria) State how you plan to adjust the evaluation of progress to support and help achieve the objectives set by this PSP. (d) Aids (textbooks, worksheets, ICT technology, etc.) State the aids you plan to use to achieve the objectives. (e) Requirements for the organization of the teachers’ work State the requirements you have for the other teachers who teach the student to achieve the set objectives. IV. Support measures for home preparation (description of adjustments to home preparation, form, and frequency of communication with the family) State how the student’s home preparation will be and how communication with the family will take place to ensure the implementation of the support measures synergistically in home preparation. V. Other support measures (to respect the health condition, stress the situation in the family or at school—relationship problems, status in the class; in what activities, in what way) State any other support measures. VI. Evaluation of the effectiveness of the PSP on: (Fulfilment of the objectives of the PSP) State how you succeeded in using the set criteria to achieve the set objectives; provide the date of evaluation. Recommendation for an expert examination^1 ☐Yes ☐ No ☐ PPC ☐ SPC ☐ SEN ☐ Other: Other Title Name and surname Signature and date Class teacher Name and surname of the class teacher Teacher(s) of subject(s) Name and surname of the teacher(s) SCC employee Name and surname of the school counseling center employee Legal representative