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Embedding Formative Assessment in English Language Teaching in Primary School
Buriánková, Zuzana ; Vallin, Petra (advisor) ; Krátká, Jana (referee)
This diploma thesis is focused on embedding the formative assessment in English language teaching in primary school. It focuses on formative assessment strategies and their implementation in foreign language teaching. It specifies the learning aims, criteria, communication in the classroom including the efficient questioning, feedback, peer- assessment and self-assessment. The theoretical part of the diploma thesis deals with the school assessment, it describes the typology, the forms and the functions of assessment. It also deals with the theme of ability to learn foreign language with regard to cognitive, social and emotional, and physical growth of children. The third chapter of the theoretical part describes the key strategies of formative assessment. The empirical part explores the process of embedding the formative assessment strategies into the primary education. The collection of particular techniques is embodied in this part of the thesis. These techniques were used in the process of embedding the formative assessment in English language teaching in our school. There was the question at the beginning of the research: Do English primary teachers use formative assessment? My primary aim was to make gradual change in teaching using the techniques of formative assessment and to respond more to...
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Assesment for learning at a primary schoool
Štěpánová, Aneta ; Hejlová, Helena (advisor) ; Stará, Jana (referee)
The master thesis follows up on the topic of an increasingly used method called formative assessment. The goal is to analyze formative assessment as a complex method. It includes its development, psychological context of assessment, essential methods and techniques of this kind of assessment and a part about competences mainly of a teacher beginner to be a professional evaluator, whose methods reflect his personality and individual principles based on the best intentions. The first chapter of the practical part introduces qualitative research which took a place in Czech Republic and foreign countries. Results from Czech Republic refer to the fact, that Czech teachers use techniques of formative assessment, but not yet as a complex system. The results from foreign countries connect teachers' working conditions for using formative assessment based on the adjustment of schooling curriculums in the countries they teach in. The second chapter of the practical part is a methodological collection of formative assessment techniques. KEYWORDS Assessment, personal approach to a pupil, classroom climate, evaluation norms, self- assessment, peer-assessment, criteria, learning objectives, motivation, core competencies.
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Formative Assessment in Primary School Education
Kopecká, Jana ; Stará, Jana (advisor) ; Laufková, Veronika (referee)
This diploma thesis Formative Assessment in Primary School Education deals mainly with the classroom assessment, which provides the pupils with purposeful feedback on their learning at the time when their performance can still be improved. It is a very frequent assessment of pupil's progress. The first part of this diploma thesis deals with classroom assessment and describes the different types of assessment, its forms and tools. After embedding formative assessment to the context of classroom assessment, the thesis deals with the definition of this term and it closely clarifies its history, different approaches, and it especially specifies the use of formative assessment in practice. Part of the text, which is concerned with formative assessment strategies, closely explains concepts such as feedback, dealing with mistakes, questioning or peer-feedback. Major part of this work is dedicated to formative assessment techniques, which may function as a collection of valuable ideas and recommendations for teachers about working with pupils and assessing them in class. The second part of this diploma thesis presents an empirical research concerned with assessment of two teachers of Social Science and Czech language and literature at the selected primary school. Through case-study are examined these: in...
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