SZ6046 Educational and Psychology Diagnostics in Teaching Practice (Exercise)

Faculty of Education
Autumn 2017
Extent and Intensity
1/1/0. 3 credit(s). Type of Completion: k (colloquium).
Teacher(s)
Mgr. et Mgr. Jan Mareš, Ph.D. (lecturer)
doc. Mgr. Jana Kratochvílová, Ph.D. (lecturer)
Mgr. Tomáš Kohoutek, Ph.D. (lecturer)
doc. PhDr. Petr Květon, Ph.D. (lecturer)
Mgr. Jana Obrovská, Ph.D. (lecturer)
Mgr. Radek Pospíšil, Ph.D. (lecturer)
Mgr. Tereza Škubalová, Ph.D. (lecturer)
doc. RNDr. Eva Trnová, PhD. (lecturer)
Mgr. Blanka Vaculík Pravdová, Ph.D. (lecturer)
Guaranteed by
Mgr. et Mgr. Jan Mareš, Ph.D.
Department of Psychology – Faculty of Education
Supplier department: Department of Psychology – Faculty of Education
Timetable
each odd Wednesday 13:55–15:35 učebna 50
  • Timetable of Seminar Groups:
SZ6046/01: each odd Monday 14:50–16:30 učebna 24, T. Kohoutek, B. Vaculík Pravdová
SZ6046/02: each even Monday 14:50–16:30 učebna 24, T. Kohoutek, B. Vaculík Pravdová
SZ6046/03: each odd Monday 16:40–18:20 učebna 24, T. Kohoutek, B. Vaculík Pravdová
SZ6046/04: each even Monday 16:40–18:20 učebna 24, T. Kohoutek, B. Vaculík Pravdová
SZ6046/05: each odd Tuesday 14:50–16:30 učebna 39, T. Kohoutek, E. Trnová
SZ6046/06: each even Tuesday 14:50–16:30 učebna 39, T. Kohoutek, E. Trnová
SZ6046/07: each odd Tuesday 16:40–18:20 učebna 39, P. Květon, E. Trnová
SZ6046/08: each even Tuesday 16:40–18:20 učebna 39, P. Květon, E. Trnová
SZ6046/09: each odd Wednesday 9:20–11:00 učebna 24, J. Kratochvílová, J. Mareš
SZ6046/10: each even Wednesday 9:20–11:00 učebna 24, J. Kratochvílová, J. Mareš
SZ6046/11: each odd Wednesday 11:10–12:50 učebna 24, P. Květon, J. Obrovská
SZ6046/12: each even Wednesday 11:10–12:50 učebna 24, P. Květon, J. Obrovská
SZ6046/13: No timetable has been entered into IS. J. Kratochvílová, J. Mareš
Prerequisites (in Czech)
!NOWANY( SZ6646 Educational and Psychology Diagnostics in Teaching Practice )
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 22 fields of study the course is directly associated with, display
Course objectives
The aim of the course is to enable future teachers to experience chosen methods of pedagogical-psychological diagnostics applied on themselves and in specific school applications. The goal is to be able to work with information that is available in the course of instruction and at school and also be capable of gaining additional data that is relevant to an understanding of individual learning specifics of a particular pupil, screening for common issues and work with the class as a group. This is a follow-up course, preceded by more narrowly designed course in undergraduate studies. Students learn to work with data available at school in a reliable a valid way to make decisions and changes in teaching and maintainance or development of successful teaching (evidence bassed instruction). They learn to identify indicators of potential issues, use available data and gain necessary data by learning to choose appropriate tool, to evaluate data and interpret it, to propose measures and to evaluate them. Based on the data they learn to decide on differentiation and individualization in teaching, expert support, evaluation of the effectiveness of their practice. They learn to communicate results to colleagues, pupils, parents and experts.
On completion of this course, the student will be able to:
- explain basic approaches of diagnosing school-aged children in the class (or group of children) and at school.
- interpret results of psychological and special pedagogical examinations and evaluace subsequent intervention in the school.
- formulate an objective of comprehensive diagnostic procedure, select appropriate diagnostic tools and information resources.
- construct a didactic test or more extensive questionnaire.
- analyze the data using basic techniques, interpret results, present it orally and in writing in an understandable way to colleagues, pupils and parents and suggest implementation and action at an individual level.
Syllabus
  • Lecture No. 1, seminar No. 1 (taught by a psychologist)
  • • Basic concepts of diagnostics (diagnostics, diagnosis, semi-formal diagnosis at school). The use of diagnostics in different working contexts of an assistant teacher and its objectives. Ethics in the diagnostic process, ethics of work with results. Standards for the use of diagnostic methods. Counseling system in education.
  • • Diagnostic procedure. Diagnostic assessment, diagnostic hypothesis, diagnostic measures. Strategies and practices of educational diagnostics. Working with results (individual specificity).
  • Seminar:
  • • group work with results of psychological and special pedagogical examination. Working with ethical standards and types of information provided to colleagues, parents and school management .
  • • diagnostic judgement: hypothesis, planning diagnostic activities (objective, place, time, people, methods and techniques).
  • Lecture No. 2, seminar No. 2 (taught by a pedagogue)
  • • Diagnostic methods (their list, use in educational practice, characteristics, requirements on a quality of methods). Semi-formal tools used in school practice. Observation (observation sheets), interview, case history, analysis of activity results, projective techniques, knowledge tests, questionnaires, achievement tests and other methods. Publishers of diagnostic methods in the Czech Republic. Use of standardized methods at school.
  • Seminar: work with the manual of selected diagnostic method or preparation of a simple observation sheet or a questionnaire according to the given objective.
  • Lecture No. 3, seminar No. 3 (taught by a psychologist)
  • • Diagnostics of pupils' learning process: learning competences, pupil's learning techniques, diagnostics of pupils' understanding of instruction, achievement motivation, learning motivation, causal attributions, preconditions for school performance, pupils' self-concept in learning / subjects (check-lists), fear of school and achievement, cognitive style, learning style, learning strategies, attention, intelligence, giftedness.
  • • Learning diaries, orientation tasks, questionnaires and check-lists for feedback from pupils (quality of teaching, quality of pupils' presentation), thinking aloud. Individual school educational counseling, individualization of instruction (focusing on competencies, skills, knowledge and attitudes). Seminar: seminar - questionnaires of learning styles, questionnaires of study motivation.
  • Lecture No. 4, seminar No. 4 (taught by a pedagogue)
  • • Diagnostics of current pupils' school achievement: Diagnostics of preconceptions and previous accomplishments in teaching (concept cartoons, mind maps). Oral testing, written work, observation sheets, portfolio as a diagnostic tool. Didactic tests (standards, standardization). School achievement tests (results and classification). Presenting the results of the school in comparative national / international studies, their interpretation, plans for intervention. Informal measuring of competencies. Reports, classification, certificates.
  • Seminar: Preparation of a simple didactic test or questions for an oral examination and an evaluation criteria
  • Lecture No. 5, seminar No. 5 (taught by a psychologist)
  • • Diagnosis of pupils' behavior: observation, diagnosis of interaction, IPA, FIAC, BAVIS etc. and their use for teaching and pupil self-assessment.
  • • Social relations (psychosocial climate).
  • • The role of a teacher as a contact person in case of behavior problems, cooperation with specialists (psychologist, psychotherapist, social worker, etc.) and work with the recommendations of specialists. Supporting pupils in the class.
  • • Seminar: Psychosocial climate of a class as a diagnostic problem. Work with various types of tools
  • Lecture No. 6., seminar No. 6 (taught by a pedagogue)
  • • Plans for pupils' support: their creation, content approval, verification.
  • • Reporting results: to pupils, colleagues, parents, the public (through websites). Cooperation with families: communicating pupils' results to their family (preparation of clear and constructive information), interviews with pupils about their learning and outcomes, progress (formulation of personal goals for structured agreement on learning).
  • • Self-diagnostics in teacher's work. Self-concept as a teacher. Development of diagnostic competence of teachers and its reflection.
  • Seminar: preparation of an individual plan based on case studies.
Literature
    required literature
  • Standardy pro pedagogické a psychologické testování. 1. české vyd. Praha: Testcentrum, 2001, 192 s. ISBN 8086471071. info
  • HRABAL, Vladimír and Isabella PAVELKOVÁ. Jaký jsem učitel. Vyd. 1. Praha: Portál, 2010, 239 s. ISBN 9788073677558. info
  • Gavora, P. (1999). Akí su moji žiaci? Pedagogická diagnostika žiaka. Práca: Bratislava.
  • 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
  • CHRÁSKA, Miroslav. Didaktické testy : příručka pro učitele a studenty učitelství. Brno: Paido, 1999, 91 s. ISBN 8085931680. info
  • KUBISZYN, Tom. Educational testing and measurement : classroom application and practice. Edited by Gary D. Borich. 9th ed. Hoboken, NJ: Wiley, 2010, xv, 495. ISBN 9780470522813. info
Teaching methods
lectures, class discussion, homework, reading
Assessment methods
The criteria for the course-unit credit: the portfolio of tasks: implementation of diagnostic activities; creation of a didactic test, or oral exams.
Language of instruction
Czech
Further Comments
Study Materials
Listed among pre-requisites of other courses
The course is also listed under the following terms Autumn 2018, Autumn 2019, autumn 2020, Autumn 2021, Autumn 2022, Autumn 2023, Autumn 2024.
  • Enrolment Statistics (Autumn 2017, recent)
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