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Implementation of the Learning Stories Method in a Czech Nursery School
Nekolná, Michaela ; Ristić, Petra (advisor) ; Loudová Stralczynská, Barbora (referee)
The diploma thesis focuses on the Learning Stories method and its implementation in a Czech pre-school. Its aim is to explore, document, and analyse how the Learning Stories method is applied into a Czech pre-school as a part of the process of formative assessment. The theoretical part defines assessment in the pre-primary education - its content, and characteristics. Selected assessment tools used in a Czech pre-primary education are introduced. The theoretical part then focuses on the definition of the formative assessment in both Czech and foreign literature, and on the analysis of the Czech Statutory Pre-primary Educational Framework in the relation to the formative assessment. It also describes theoretical background of the Learning Stories method and its use within the international pre-primary education. The empirical part presents the aims of the research project - its methodology and results. Research data were acquired from a content analysis of learning stories and from semi- structured interviews with teachers who have been working with the LS method. Semi- structured interviews focused on how the teachers implemented the LS method in their schools. The content analysis of the learning stories centres on finding out whether the stories about children's learning fulfil the aims of...
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Embedding formative assesment in elementary school
Laubová, Kristýna ; Krčmářová, Tereza (advisor) ; Hejlová, Helena (referee)
This thesis deals with the topic of formative assessment embedding. The goal of the theoretical part is to map the school assessment in general, mention its functions, types, forms and language. The purpose of this work is also to describe the process of formative assesment embeding, which is the topic of this thesis, where at first the formative assesment will be characterised and then divided into several sub-parts, which characterise suitable strategies for its embedding. Next goal is to summarize the characterstics of a lower age pupil, where the focus will be on his/her cognitive, emotional and social developement. The theoretical part is concluded by a chapter dealing with the specifics of a beggining teacher. The goal of this chapter is to describe his/her features and skills, which he she should have. All the above mentioned topics will be defined on the base of the professional literature. The methodology used in this thesis will be defined in the empirical part. The aim of the empirical part is gradual embedding of the formative assessment elements, which will be led in the 4th year of primary school, where I have been currently working as a teacher for the first year. The active teacher research, where the elements of the formative assessment are being embedded, will run for the period...
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Self-assesment of pupils at a primary school
Škachová, Barbora ; Hejlová, Helena (advisor) ; Krčmářová, Tereza (referee)
This diploma thesis has theoretic - empirical character. The thesis is focused on self - assessment proces of pupil on the firt level of primary school. The aim of the work is to ensure and to interpret which of methods and resources the teacher have used for evaluation during the guidance of first grade - pupils to their self - assessment. The theoretical part focuses on purpose and reason of self - assessment and it's position in evaluation procedurs of teacher and on pupil's develipment, which is very essential for self - assessment, too. This part is concentrated on teacher's copmetencies which are very important for his - her option to lead pupils to the assessment. The practical part is based on cognitire investigation. The research part contains some objectives, methods, and research questions: What is the use of methods during the leading of pupils to self assessment? What is the pupil's experience with self - assessment? This part is concentrated on case studies of purposefully selected teachers, teachers and pupil's answer, which were done trough questions of the test. Next it focuses on portfolio analysis, they have a positive impact on children's self - assessment. At the end of the work the above questions were answered. KEY WORDS assessment, self - assessment, teacher, pupil,...
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Forms and methods of cooperation with parents focusing on teaching the first grade pupils
Truhlářová, Jana ; Poche Kargerová, Jana (advisor) ; Mazáčová, Nataša (referee)
The diploma thesis entitled Forms and methods of cooperation with parents is focused on distance learning in the 1st year of elementary school. It represents a method of teaching that was established in March 2020 in connection with the covid-19 pandemics. During the new school year 2020/21, this form de facto became the main educational form. The aim of the diploma thesis is to describe the positives and difficulties of distance learning and its specifics in a broader context, especially in terms of methods and forms applied within the cooperation with the family. It is a dynamic material that monitors a longer period of time, and so in connection with the circumstances, the main topic has changed. The work was expanded in a sense of describing the progress in the way of education during the re-closing of schools, thus reflecting the satisfaction or dissatisfaction of parents with the teaching forms and, except for the first year, it also describes the major part of the second year. The theoretical part is focused on three key areas. First, it characterizes distance education, then focuses on the period of entry of the first-graders and, aims to establish suitable ways of communication between the school, family and pupils. The empirical part finds out in several ways whether the school was again...
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Formative Assessment in Science Education in ISCED 2 and 3
Sobotková, Petra ; Laufková, Veronika (advisor) ; Chvál, Martin (referee)
My diploma thesis focuses on formative assessment of natural sciences, such as Biology and Chemistry on the ISCED 2 and 3 level. The aim of the work is to introduce formative assessment as such and to present designs of materials and activities for formative evaluation development in natural sciences. The theoretical part examines the school assessment matter. It describes a formative assessment in detail including assessing methods and techniques. The aim of the empirical part was to map materials for formative assessment development in the school subjects of Biology and Chemistry. Moreover, all the materials were tested in practice. Another goal was to identify what was the effect of using the new methods of formative assessment in the school. It also explores the possibility of students attitude change in learning and whether it successfully affected their performance in the subjects. The research method used in the work was action research which was conducted in the author's teaching. Interviews in focus groups in third year of four-year academy and fifth year of eighth-year academy at a private grammar school were used for the collection of data. The research findings show that using methods such as feedback, peer evaluation and evaluation according to defined criteria in Biology and Chemistry...
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Evidence of leasing in literature environmental education, grades 5 of elementary school
Vávřeová, Lucie ; Laufková, Veronika (advisor) ; Starý, Karel (referee)
The diploma thesis deals with the topic of assessment, introduction of formative evaluation in literature environmental education at grades 5 of elementary school. It focuses on linking the assessment of outcomes of pupils evaluation with real evidence of learning from their work in literature environmental education classes. Through the mediation of action research, it examines possible forms of such evidence for the educational goals, ways and criteria for their assessment. It is based on an analysis of documents created by pupils of grades 5 of elementary school. On the basis of the newly - emerged learnings evidence, it proposes possible further steps in the teaching and evaluation process aimed at improving pupils' search and understanding of literary texts. It analyses the ability of pupils of a particular class to search, link and infer information from text and proposes the further steps in reading lessons within literature environmental education classes, in which pupils develop their reading strategies in a targeted way and move towards the goal using the criteria of success. It examines the possibilities of further work of pupils and teachers with evidence of learning. The work demonstrates the influence of formative assessment on the internal pupils motivation to learn in the sense of a...
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Embedding formative assessment in ISCED 2 in Science
Navrátilová, Lenka ; Laufková, Veronika (advisor) ; Chvál, Martin (referee)
The work deals with possible ways to implement formative assessment into education at the second stage of primary school at science subjects, particularly at natural history and chemistry. The assumption for successful implementation of formative assessment is healthy climate in the class and the support of mutual help between pupils meaning their awareness of synergic effects of work of the whole class such as collectiveness, full of mutual respect and awareness of the desire to achieve a common and successful goal. Related to this is the strengthening of cooperative learning, group work and also the way pupils' self-assessment to strengthen their growth thinking, create and strengthen their ability to think about their learning, thus metacognition. Formative assessment enriches not only the students but also the teacher himself. Based on the information obtained, he thinks better about his teaching. However, this presupposes the professionalism of the teacher, his openness to the feedback of the pupils. If the teacher accepts this as a chance to improve, then he is a person in the right place who has more prerequisites for serving students and their education. Demonstrations of formative assessment procedures in the practical part give a chance to a larger number of students to feel the joy of...
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Education of Foreign pupils at Elementary School
Sixtová, Eva ; Zemková, Jaroslava (advisor) ; Šiška, Jan (referee)
This diploma thesis deals with the education of foreign pupils at a time of mandatory education. It looks at valid legislation that anchors their education in common classroom. It introduces the most important organizations that focus their activities towards foreigners and subsequently provide help with their education. It also mentions the education of foreign pupils in selected states of the European Union, while focusing in more detail on Germany. Furthermore, it presents a list of modern pedagogical strategies with further detailed explanation in order to suggest possible effective and proven ways of working with a heterogeneous class. The thesis describes, on the basis of practical examples, how the whole process of education of foreigners is practiced and what difficulties the individual actors face. KEYWORDS Foreign-pupils, elementary and lower secondary education, czech as foreign language, formative assessment, support for pupils with special needs
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Assesment of learning outcomes in inclusive educatin at a primary school
Mužíková, Tereza ; Hejlová, Helena (advisor) ; Pěnička, Jaroslav (referee)
This Master's thesis is focused on assessment of learning outcomes in inclusive education at primary school. First part of the thesis involves theoretical basis for learning assessment in inclusive education. This theoretical basis is further applied in the practical part. In the practical part, a set of research questions was presented, which were subsequently subjected to qualitative research. To answer the questions, action research supplemented with interviews and questionnaires submitted to teachers and parents were used. Samples of questionnaires are included in the annexes. The research questions were answered at the end of the research. KEYWORDS assessment, formative assessment, inclusive education, inclusion, social development, socialization, younger school age
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