Educational and Psychological Assessment in Teaching Practice A portfolio task – an assessment activity in practice Teacher study programs Study programme: Form of study: School year: Student's name: Link to the Final State Examination: 14. Educational diagnostics at school Assessment/diagnostics of a pupil and a class (terminology, stages of assessment procedures, methods of assessment). Cooperation with parents, counselling institutions and specialist services. Diagnostics at school. The importance of diagnostics in educational practice. Pupil diagnostics - subject and procedures. Use of different types of standards in pupil assessment and different types of assessment (especially of pupils with special educational needs). Diagnostics and self-diagnostics of the teacher - subject and procedures. Possible pitfalls of diagnostics and ethical framework of diagnostics at school. GDPR. Provide the assessment of a selected pupil or class according to an objective in the structure of the diagnostic procedure. Self- assessment 5 4 3 2 1 N Excellent Above average Average Below average Very poor Criterion cannot be applied I use terminology of PD 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 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 Diagnostics / Assessment of a pupil Work assignment: Select one child from the class that you are interested in for any reason (it may not be a pupil with SEN) and perform an assessment activity as described below. Proceed in accordance with ethical guidelines for educational diagnosis, anonymize the data. 1. Description / Characterization of a pupil Describe the pupil, his/her difficulties and state the reason why you selected him/her. 2. The aim of an assessment activity Formulate the aim of a assessment activity in a clear and concise manner, i.e. what you want to find out and/or verify by applying the assessment activity. 3. The plan of a assessment activity (how long, where, when, whom the activity will be carried out with) Describe in what institution, class, year, and to what extent a pedagogical diagnosis will be performed. Select appropriate methods of assessment activity for the chosen aim: choose at least three methods of educational assessment, which you specify here (e.g. type of observation, interview…). Specify the support of data collection (e.g. data gathering will be supported with interview transcripts, observation sheets, questionnaires …) a) b) c) 4. Collecting and processing of assessment data from all used methods (you can submit e.g. observation sheets, interview transcript, completed questionnaire, drawing, didactic test,…) 4.1 Method 1. (data collection, data evidence, interpretation of findings) 4.2 Method 2. (data collection, data evidence, interpretation of findings) 4.3 Method 3. (data collection, data evidence, interpretation of findings) 5. Formulate the findings Overall conclusion for all methods used, from all the findings, summarize the conclusion, the result of the findings:(individually specific - not just extracts from literature) 6. Formulate measures and prepare a plan of pedagogical support for the pupil If the Plan of Pedagogical Support already exists or the pupil has an IEP, it is unnecessary for you to rewrite the original plan. Rather, reflect the proposed measures with your diagnostic findings and suggest further enriching and specific way of working with or supporting the pupil; compare whether the measures are respected in practice, or evaluate pupil´s progress). If the Plan of Pedagogical Support does not exist, then process it into the form at the end of this work. 7. Reflect your own experience with assessment activities, and after that evaluate the outcome of your work in the chart on the front page. 8. Classmate evaluator will provide a peer-assessment of your work (both on the first page and verbally in writing at this point). 9. If you decide to improve or complement the work based on the feedback of your classmate, specify here how the work was improved. 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