PdF:SZ6010 Basis of Educational-psycholog - Course Information

SZ6010 Basis of Educational-psychology Diagnostics

Extent and Intensity

0/1/0. 2 credit(s). Type of Completion: z (credit).

Teacher(s)

PhDr. Táňa Fikarová, Ph.D. (lecturer)
Mgr. Tomáš Kohoutek, Ph.D. (lecturer)
doc. Mgr. Jana Kratochvílová, Ph.D. (lecturer)
Mgr. et Mgr. Jan Mareš, Ph.D. (lecturer)
doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D. (lecturer)

Guaranteed by

doc. Mgr. Jana Kratochvílová, Ph.D.
Department of Education – Faculty of Education
Supplier department: Department of Education – Faculty of Education

Prerequisites

The course refers to the subject Research in educational practice, completion of which is expected.

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 37 fields of study the course is directly associated with, display

Course objectives

On completion of this course, the student will be able to: • explain basic approaches to the diagnosing pupils and students in the classroom (or group of children) and at school, primarily focusing on individual aspects of educational process;
• interpret results of psychological and special pedagogical examination;
• formulate the objective of a simple diagnostic procedure, selects an appropriate screening diagnostic tool;
• use in school practice commonly available data or gain necessary partial data, analyze it by basic techniques, interpretate the results, present them orally and in writing in an understandable way to colleagues, pupils and parents and suggest implementation and action at an individual level.

Syllabus

• Course meeting sections;
• Seminar No. 1 – 2 (taught by a pedagogue and a psychologist together);
• •Basic concepts of diagnostics (diagnostics, diagnosis, semi-formal diagnosis at school). Use of diagnostics in different school contexts and its goals. Ethics in the diagnostic process, ethical work with results. Standards for the use of diagnostic methods. Diagnostic procedure. Diagnostic assesment, diagnostic hypothesis, diagnostic measures. Strategies and practices in educational diagnostics. Working with reports. Counseling system in education;
• Seminar No. 3 (taught by a psychologist);
• •Diagnosis of cognitive assumptions and work with its results;
• •Diagnosis of non-cognitive characteristics affecting school performance;
• •Questionnaires aimed at screening of some aspects of personality: life satisfaction, stress management, motivation to achievement, learning styles, self-concept of school success;
• Seminar No. 4 (taught by a pedagogue);
• •Case history;
• •Observations in the classroom and in school situations: types of observation and their use; observation systems, sheets, mistakes made during an observation;
• Seminar No. 5 (taught by a psychologist;
• •Analysis of learning products: structured (mind maps, sketches, diagrams, tables, plans), creative (poster, film, picture, painting, texts), represenative, action oriented (lecture, roll play, exhibition, projection, models);
• •Analysis of activity products - themed artwork, workbooks, essays, etc.;
• •Projective techniques - dynamic drawing, writing analysis, unfinished sentences;
• Seminar No. 6 (taught by a pedagogue);
• •Interview with a pupil;
• •Didactic test: design, evaluation. Working with the results (individual specificity);
• •Analysis of pedagogical documentation as a basis for diagnostic consideration aimed at a pupil and evaluation of possible intervention actions.

Literature

required literature
• Gavora, P. (1999). Akí su moji žiaci? Pedagogická diagnostika žiaka. Bratislava: Práca.
• AERA, APA, NCME. (2001). Standardy pro pedagogické a psychologické testování (APA).
• 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
• CHRÁSKA, Miroslav. Didaktické testy : příručka pro učitele a studenty učitelství. Brno: Paido, 1999, 91 s. ISBN 8085931680. info

recommended literature
• Urbánek, T., Denglerová, D., & Širůček, J. (2011). Psychometrika – měření v psychologii. Praha: Portál.
• Kasáčová, B., Cabanová, M. et al. (2013). Pedagogická diagnostika v teórii a aplikáciách. Banská Bystrica: Belianum.
• Vališová, A., & Kasíková, H., et al. (2010). Pedagogika pro učitele. Praha: Grada.
• Babiaková, S. a Cabanová, M. (eds). (2012). Diagnostikovanie, hodnotenie a evalvácia v škole. Banská Bystrica: UMB.
• Kubiszyn, T., & Borich, G. D. (2015). Educational testing and measurement: Classroom application and practice. Hoboken: John Wiley & Sons.
• Kratochvílová, J. (2011). Systém hodnocení a sebehodnocení žáků, Zkušenosti z České republiky i Evropských škol. Brno: MSD.
• MAREŠ, Jiří. Pedagogická psychologie. Vyd. 1. Praha: Portál, 2013, 702 s. ISBN 9788026201748. 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
• HRABAL, Vladimír. Diagnostika : pedagogickopsychologická diagnostika žáka s úvodem do diagnostické aplikace statistiky. 2. vydání. Praha: Univerzita Karlova v Praze, nakladatelství Karolinum, 2002, 199 stran. ISBN 8024603195. info
• DITTRICH, Pavel. Pedagogicko-psychologická diagnostika. Vyd. 2., upr. Jinočany: H & H, 1993, 121 s. ISBN 8085467062. info

Teaching methods

Seminar

Assessment methods

Criteria for granting credit: active participation in lessons (5 points), preparation for lessons, particularly reading (5 points), 2 class exercises (10 points each), knowledge test (5 points).

Language of instruction

Czech

Listed among pre-requisites of other courses

• SZ6610 Basics of Educational Assessment
  !NOWANY(SZ6010)  

• Enrolment Statistics (Spring 2017, recent)
  
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