Educational Diagnostics C:\Users\janicka\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.IE5\HEN0D9WK\MC900343359[1].wmf ÒThe teacher: qcan use the resources of pedagogical diagnostics when teaching for diagnosing the individual needs of the student and the social relationships in the classroom qis able to identify students with specific learning and behaviour differences and is able to adapt the selection of subject matter and teaching methods for their needs qManages to find ways to teach gifted students in the classroom qis able to recognize socially pathology, bullying, abuse and knows and employs ways to prevent and remedy it. qManages to ensure discipline in the classroom and knows how to solve behavioural situations and behavioural problems within the school context Ò Individualisation and differentiation in the educational process Òfrom the Greek diagnósis = knowledge Ò the student in an educational situation ÒEducational group (school class) Ò the teacher’s own educational activities (self-diagnosis) qIt is often perceived as a new pedagogical discipline, but its roots go deep into the past. qIt is bound to the school environment and is most often associated with the activities of the teacher. qRequires theoretical knowledge, methodological equipment, practical experience, a lot of time and effort not only for the diagnostic work itself, but also for evaluation (the time aspect is often a reason why teachers neglect to undertake quality diagnostic activities). ÒA combination of practical teaching and teaching theory qEducational diagnostics can be spoken about as a field of pedagogical theory and related methodological practice: qfinding out, identifying, classifying, characterizing and evaluating the level and projected pedagogical development of a pupil (or group of pupils in relation to the objectives set.) Ò Ò Ò ÒDiagnosis qis the result of the process of diagnosing qis a subsidiary aim on the basis of which the teacher directs his/her activities (Prucha) Ò Diagnosing – the activity qFinding out information qProcessing the information gained qEvaluation qIntroduction of measures and… üInitial diagnosing üContinuous diagnosing üFinal diagnosing ÒPsychometric strategy (educometric) Ò qBased on the assumption that to some extent we all have basically the same inclinations which are therefore measurable. qThis leads to the transfer of information on quantifiable data (transferable units, points), which are evaluated with the help of statistics. qThe extent of observed phenomena is measured. qUsually normative or criterion-based diagnostics Cased-based clinical strategy (cognistic) n Focused on the individuality of the diagnosed person (e.g. outward behaviour of the pupil in the class with regard to classmates or teachers). nEmpathy and acceptance of the diagnosed person are emphasised, understood as a partner who we want to help. n Based on qualitative exploration of the phenomena and description of the individual case. ÒInformal diagnosis - microdiagnosis (implicit, hidden) ÒFormal diagnosis - the diagnostic situation is clearly demarcated at certain stages of teaching. There are notes and records about it and specific methods used (explicit) ÒFormative diagnosing - This helps the teacher to shape the pupil. It serves as feedback on the teacher’s work. The teacher can take measures based on this. ÒSummative diagnosing - the aim is to determine the level reached by the student for a specified period. It summarizes information about the student. ÒNormative– the result of an individual is compared with the results of a representative sample of the population in the same test. Comparison among peers. ÒCriterion-based– a comparison with external benchmarks, with objectively defined tasks (the pupil manages to use i and y correctly when writing...) ÒIndividualised– comparing the child only in relation to him/herself, without comparison with peers. ÒDifferential– used to distinguish problems that may have the same symptoms but different causes Ò Ò Ò Ò Ò Ò Ò ÒDESCRIPTIVE-ANALYTICAL Ò ÒPRESCRIPTIVE-ANALYTIC Ò q what is the pupil like, diagnosis of the pupil qWhat is the pupil like, diagnosis Ò + qWhat am I like as a teacher Ò q Òincreasing the effectiveness of teaching Òdiscovering the abilities of the pupil Òorganizing teaching to fit the pupil’s individual needs Òmastering the lessons Òresponsibility of the teacher for the quality of teaching and pupil outcomes Ò ÒMethod: process, way, means of discovering the pupil's personality The steps that we need to take to arrive at comprehensive knowledge of the pupil (see stages of diagnostic procedure) •Based on the research methods for pedagogy. •It is a whole system of methods. •The methods vary in their intensity of preparation, implementation and evaluation. •Using them requires certain experience with diagnosis. Ò •During the process of diagnosing, not only one method should be relied on (triangulation), but the methods of pedagogical diagnosis must be appropriately combined. • Ò ÒOral examinations Ò Ò formative Òsummative É • ÒWritten examinations Ò formative x summative Ò individual x group Òshort-term x long-term work (projects, book reports,) ÉFinding out the results – levels of skills achieved and outcomes from individual fields of education (knowledge, skills, attitudes ...) É P1010024 Òused to obtain information about: people’s hidden mental states, attitudes, values of an individual ​​ skills and knowledge short-term x long-term results of work qarticles, written work, drawings), notes, letters .... qportfolio - a set of a pupil's work over a certain period Ò Ò Ò Ò ÒWhat information can be obtained from analysing these products? P1150251 P1150253 Texts – analysis ÒIn school exercise books: dictations, individual work, rewriting, copying ÒFree writing - creative writing ÒProject texts ÒOwn notes, letters to friends, messages Ò1) Length of observation ÐShort-term ÐLong-term Ð Ò2) Who are we observing ÐIntrospection- inspecting ourselves ÐExtrospection –observing others § Ò3) Participation in observation Direct Ò Indirect– from recordings 4) Aim of the observations Individual Group 5) Intervention in the observation Natural (free) Induced (guided) 6) Preparation for the observation Structured– we determine the types of phenomena, categories, and observational tool - system. Unstructured– observation of spontaneous activity in a given situation without preparing an observation system. Òdetermine the purpose and object of observation (why, what, who) Òdetermine the conditions and duration of observation (where, when) Ò choose the method of recording observations (how) Òobservation, recording of results Ò analysis of the records Ò interpretation of results, formulation of diagnosis Ò educative measures, prognosis Ò self-reflective diagnostic activity (how to do it better) Ò ÒWHAT WE CAN OBSERVE ÒOBSERVATION TECHNIQUES qWhat we can see and hear of the pupil’s behaviour qWe can measure, describe and record it qWe watch the activity and behaviour of the pupil qWe evaluate everything Ò Ò qpedagogical journal qobservation sheets q observation systems qprotocol q records about the student q qWe use - rating (observational scales) Ò qOne of the most widely used diagnostic methods → at school there are many opportunities and a lot of space to conduct an interview with a student qProvides information on the basis of immediate verbal contact with the researched person (student, parent) Ò The most effective method has been shown to be a conversation where the pupil does not realize that the teacher is gathering information in a deliberate way. You will need: to create a pleasant atmosphere without the feeling that anyone will be criticized or judged for what they say (parent and child) qThe interview usually leads systematically from basic questions to questions that lead to deeper understanding and diagnosis of the problem qIt has clear steps and a goal which we want to reach. qThe questions are clear and understandable for a pupil of this age •Gavora, P. Výzkumné metody v pedagogice. Brno : Paido, 1996, p. 65–71. §GAVORA. P. Diagnostikovanie a hodnotenie žiaka vo vyučovaní. In. KOLLÁRIKOVÁ, Z., PUPALA, B. Předškolní a primární pedagogika. Praha: Portál, 2001. p. 237. §MOJŽÍŠEK, L. Teoretické otázky pedagogické diagnostiky. Praha: Academia, 1987. p.15-16. §PRŮCHA, J.(Ed.). (2009) Pedagogická encyklopedie. Praha: Portál. •Spáčilová, H. Pedagogická diagnostika v primární škole. Olomouc : UP, 2003, p. 41–44. •Tomanová, D. Úvod do pedagogické diagnostiky v MŠ. Olomouc : UP, 2006, •p. 53–55. §VAŠUTOVÁ, J. (2004). Profese učitele v českém vzdělávacím kontextu. Brno: Paido. §ZELINKOVÁ, O. Pedagogická diagnostika a individuální vzdělávací program. Praha: Portál, 2001. p. 12. § Ò Ò