Educational & Psychology Diagnostics in Teaching Practice 1st meeting DAVID HAVELKA 12.10.2018 CONTENTS OF THE LECTURES What would you like to talk about/learn? 1) Observation 2) Diagnostic interview 3) colloquium Case history/cooperation with specialists and families Literature Educational testing and measurement : classroom application and practice Tom Kubiszyn (library) - Standards for educational and psychological testing (library) - The SAGE international handbook of educational evaluation Katherine E. Ryan - J. Bradley Cousins (library) - Educational evaluation, assessment, and monitoring : a systemic approach Scheerens, Glas a Thomas (library & elportal) COLLOQUIUM - 2/3 meetings - activity in seminars - observation sheet + observation of child / 2 child observations - diagnostic interview/ essay on how to improve school climate with the help of assessment - colloquial discussion (correct answer of one question) DIAGNOSTICS (ASSESSMENT) What is assessment? Process of collecting information for the purpose of making decisions (solve a problem, collect information about student) PROCESS ? 1) set a clear goals „Students will learn about the WWII“ Better Students will learn: - dates & names of most important battles - causes of WWII - differing perspectives – german/ czech - daily experiences of soldiers PROCESS ? 2) select appropriate assessment technique PROCESS ? 3) administer in a right way - enough time - appropriate conditions - appropriate aids PROCESS ? 4) evaluate in a right way - intuition XXX standards - set the criteria PROCESS ? 5 ) make conclusion (adjust instruction, enhance motivation, comuniacate the results) - think carefully - based on theory - put in the context of a child Why do we test (assess/ diagnose) ? - help in decision making - to adapt learning -to help the person who is assessed xxx SENSATION SEEKING What can be tested (assessed/ diagnosed) ? - knowledge - differences between students - reasons for differences between students - strengths and weakneses of the student - effectivity of teaching - attitude toward education - behavior and itś reasons Rigorous assessment vs. personal judgement Personal judgement – flaws : - good and bad days - biases - outside pressures - faulty perceptions OBSERVATION An assessment technique whereby one observes student in his natural environments Why is observation so cool? Natural activity No need of extra instruments Helps to make working hypotheses Real life data (spontaneous behavior) Helps with in-depth understanding of a student Important part of any good assessement Gives you proper ground for your desissions Disadvantages No control over the situation - behavior does not have to occur - behavior could be overlooked - can not map internal motivation - complete answer to any problem can not be obtained by observation alone Subjectivity + observer biases - overinterpretation - misatribution Hawthorne effect Types of observation NONSYSTEMATIC Simply watching and noting significant behavior, characteristics and personal interactions SYSTEMATIC Observing one or more precisely defined behaviors. Measuring behavvior in certain way Observational techniques Anecdotal recording – nonsystematic observation Describing incidents or behaviors in a particular setting in concrete, narrative terms (as opposed to drawinng inferences about feelings or motives) Allows insight into cause and effect by detailing what occured before a behavior took place the behavior itself and consequences or events that occured after behavior A – B – C A – Antecendent B – Behavior C - Consequence Observational techniques Event recording – systematic observation How many times did the specific behavior/event cccured (how many times did student stop doing his work; raises his hand) TALLY SHEET + useful to record occasional behaviors - events may be missed if there is lot happening at once (you can use assistant of teacher) Observational techniques Time INTERVALS record behavior every 30 seconds + reduces number of observation in time period - observed behavior may not be representative Observational techniques DURATION RECORDING How long does student do something (How long does Anna talk to other people; How long does John rocks in his seat) NONSYSTEMATIC OBSERVATION OBSERVATION OF A STUDENT What can you observe to make working hypotheses about a child ? BODY APPEARANCE BEHAVIOR DURING INTERACTION SPEACH AND LANGUAGE COGNITIVE FUNCTIONS EMOTIONAL BEHAVIOR SOCIAL BEHAVIOR WORKING BEHAVIOR BODY APPEARANCE • body constitution (height, weight) • Physiognomy • Face expression • Haircut • Style of clothing • Way of holding the body • Way of moving BEHAVIOR DURING INTERACTION Mimics (face expressions and their changes, adequacy) Gestures Speed of reactions Psychomotoric pace SPEACH AND LANGUAGE Speed length of sentences slang speech defects intonation and melody active vocabulary pasive vocabulary Voice timbre Cognitive functions Attention Memory Executive functioning Visuomotoric coordination Psychomotorics vnímání EMOTIONAL BEHAVIOR Mood (happy, sad, angry, anxious, embarrased) Tension Changes in mood SOCIAL BEHAVIOR Reciprocity (asking questions back, empathy, reacting on a communication partner) Activity Acting toward authoritites Acceptance/ ignorance of authority, respecting of instruction, fear, indifference, intolerance, aggresivity, negativism, faith, signifficant differences between various teachers, an effort to please Behavior towards peers friendly, conflicts, aggresivity, tolerance, indifference, credulity, helping, contradiction Position in group: - leading/subordinate, isolation, loner, popularity, submisivity WORKING BEHAVIOR Amount of aktivity Working motivation Interest Cooperation Need of encouragement/ control Independence Activity/pasivity Focus/attention negativism OTHER THINGS YOU CAN FOCUS ON CONDUCT DISORDERS SCHOOL PERFORMANCE AND GRADES Ecological assessment Why child can get the diagnoses of conduct disorder only if it occurs at two or more different environments? e.g.: Child is really kind and good-natured at school, gets good grades, but at home she attacks her mother, refuse to do chores, talk in bloody words, etc. Imagine different school environments: Classroom, playground, music class, lunch VIDEO IS MUCH MORE THAN A PHOTO Biases and faults of observation OVERINTERPRETATION CRYING PLAY HIDE AND SEEK Sitting in the corner, hands covering his eyes What is his diagnosis? Tom is 8 yrs old, during the lecture he can not sit still, sometimes he is daydreaming, he forgets things, has trouble focusing. When teacher ask question he does not raise his hand, he simply shout answer out loud. He is also interrupting girls in front of him. When he is warned by teacher he acts emotionally very instable and impulsive. His self-confidence is very instable. ADHD What is the diagnosis? Johny is 9 years old, during the lecture, he walks around the class, when teacher tells him to sit down, he can sit maximally for five minutes. He is very hyperactive, talk very fast, he makes impression his thougths are running. During the break he touches girl´s bottoms and „breasts“ and laughing loudly. His mom says he has so much energy that he can sleep only four hours and he is still full of energy. He also has problems with focusing on what is taught. BIPOLAR DISORDER (MANIC EPISODE) OVERINTERPRETATION Tom is 8 yrs old, during the lecture he can not sit still, sometimes he is daydreaming, he forgets things, has trouble focusing. When teacher ask question he does not raise his hand, he simply shout answer out loud. He is also interrupting girls in front of him. When he is warned by teacher he acts emotionally very instable and impulsive. His self-confidence is very instable. Johny is 9 years old, during the lecture, he walks around the class, when teacher tells him to sit down, he can sit maximally for five minutes. He is very hyperactive, talk very fast, he makes impression his thougths are running (RACING THOUGHTS). During the break he touches girl´s bottoms and „breasts“ and laughs loudly (SEXUAL DESINHIBITION). His mom says he has so much energy that he can sleep only four hours (DECREASE NEED FOR SLEEP) and he is still full of energy. He also has problems with focusing on what is taught HAWTHORNE EFFECT Pygmalion effect Golem effect Practice OBSEVATION SHEET - SYSTEMATIC - PLANNED - RIGOROUS - SPECIFIC - OBJECTIVE How to use data from observation? like mr. Jensen….. https://www.youtube.com/watch?v=4p5286T_kn0