SZ6610 Basics of Educational Assessment

Pedagogická fakulta
jaro 2020
Rozsah
0/1/0. 2 kr. Ukončení: z.
Vyučující
Mgr. Jarmila Bradová, Ph.D. (přednášející)
doc. Mgr. Jana Kratochvílová, Ph.D. (přednášející)
Mgr. Jana Obrovská, Ph.D. (přednášející)
doc. RNDr. Eva Trnová, PhD. (přednášející)
doc. Mgr. et Mgr. Kateřina Vlčková, Ph.D. (přednášející)
Garance
doc. Mgr. Jana Kratochvílová, Ph.D.
Katedra pedagogiky – Pedagogická fakulta
Dodavatelské pracoviště: Katedra pedagogiky – Pedagogická fakulta
Rozvrh
Pá 14. 2. 10:00–11:50 učebna 20, Pá 21. 2. 10:00–11:50 učebna 75, Pá 6. 3. 10:00–11:50 učebna 24, Pá 13. 3. 10:00–11:50 učebna 24
Předpoklady
!NOWANY( SZ6010 Základy ped. diagnostiky )
The course refers to the subject SZ6006 Research in educational practice, completion of which is expected. The course expect completion of some practice. Portfolio task is conected with practice.
Omezení zápisu do předmětu
Předmět je nabízen i studentům mimo mateřské obory.
Mateřské obory/plány
Cíle předmětu
The course objective is to equip students with basic knowledge of Educational Assessment theory and gain experience with its application in practice during specific diagnostic activities. The student will understand the setting of diagnostic activities and teacher collaboration with experts in identifying abilities, knowledge, skills, needs and special needs of the pupil. Students get an overview of specific topics of assessment, methods and assessment process in primary education. The aim is to teach students:
• use basic assessment methods, in particular observation, interviewing and content analysis of pupil work in practice, thus obtaining data available at the school for decision making and changes in teaching and maintaining or developing evidence-based instruction;
• based on the data then decide on differentiation and individualization in teaching, support by a specialist, evaluation of effectiveness of own practice;
• communicate results to colleagues, pupils, parents and specialists.
Výstupy z učení
On completion of this course, the student:
• applies basic approaches, methods and techniques of pedagogical diagnostics in practice and proceeds according to the phases of diagnostic activity;
• formulates the target of the diagnostic activity and chooses a suitable method and appropriate screening diagnostic tool;
• uses mostly the method of observation, interviewing and content analyzes of the pupil's work in practice;
• reflects his/her diagnostic activity towards the goal, the chosen methods and the pupil's personality development;
• establish a simple pedagogical support plan (PLPP) according to valid legislative requirements;
• introduces basic legislation related to the diagnostic role of the assistant teacher.
Osnova
  • Course meeting sections:
  • Seminar No 1.
  • •Basic terms of assessment (evaluation, assessment, diagnosis). Assessment in different school contexts and goals. Importance of educational assessment in the work of teachers in school and cooperation with school counseling facilities. History of educational assessment. Teacher and assessment, role of assessment, assessment competence. Errors and bias in assessment activities.
  • Seminar No 2.
  • •Assessment process. Planning, conducting and Interventions. Strategies and practices of educational assessment. Ethics and Standards. Cooperation with the school staff and counseling facilities. Legislation. Pedagogical support plan.
  • Seminar No 3.
  • •Observation of teacher assessment activities in practice. Unstructured and structured field observations in the context of the diagnostic proces. The examples of observation systems from other countries.
  • Seminar No 4. • Interview with selected student in the context of the assessment proces. Types of interview. Interview with parents.
  • Dynamic diagnostics: its starting points, methods and use in the school environment.
  • Seminar No. 5.
  • Portfolio as a diagnostic tool. Experience with the portfolio abroad. Analyzes of selected products pupil learning: structured (conceptual maps, sketches, diagrams, tables, schedules), creative (poster, painting, lyrics). Analysis of product activities - thematic drawings, workbooks, style works, etc. Anamnesis and its use in school practice.
  • Seminar No. 6.
  • •Self-reflection of the diagnostic activity carried out in practice and peer-assessment of the classroom's diagnostic activities. Autonomous evaluation of the test.
Literatura
    doporučená literatura
  • Kubiszyn, T., & Borich, G. D. (2015). Educational testing and measurement: Classroom application and practice. Hoboken: John Wiley & Sons.
    neurčeno
  • Katz. J. (2013). Resource Teachers: a Changing Role in the Three-Block Model of Universal Design for Learning. WInnipeg: PORTAGE and MAIN PRESS.
  • Tomlinson, A. (2013). Assessment and Student Success in a Differentiated Classroom. Alexandria: ASCD.
Výukové metody
Seminar, two-hour block; alternating frontal, group work; portfolio task; discussion.
Metody hodnocení
1) Portfolio task: student / client's diagnostic activity in practice, its written processing with pedagogical support plan for selected pupil/client.
2) Peer-assessment of the portfolio task.
4) Knowledge test.
Vyučovací jazyk
Angličtina
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