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Formative Assessment in the Educational Area Man and His World
Mücková, Tereza ; Stará, Jana (advisor) ; Krčmářová, Tereza (referee)
The presented diploma thesis deals with the use of formative assessment in the educational area Man and His World. Its outcome offers a possible way of solving the shortcomings of the area in question which negatively affects pupils' attitudes towards the school subjects of this educational area. The theoretical part presents findings about the assessment in general, namely its definition, presentation of functions, types and forms of assessment. It also emphasizes the relationship between the objectives and assessment which will be a pivotal one in the educational area in question. It also discusses the specifics of this educational area in relation to the impact on pupils' attitudes. Findings about formative assessment are focused on the definition, analysis of advantages and methods of implementation into teaching. The empirical part is based on the findings from the theoretical part and is carried out by a mixed research design. Questionnaire, interview and observation was used as methods to conduct the research. The aim was to find out whether the pupils who are assessed formatively have a more positive attitude than the pupils, who are assessed only summatively. The established hypothesis assumes that the pupils who are assessed formatively would have a better attitude towards the subject,...
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Assessment in Biology Education in Trebic, Znojmo and surroundings
KLIMEŠOVÁ, Martina
Bachelor thesis describes the assessment methods used in teaching natural science at selected schools on Trebic and Znojmo district. The survey among students showed that teachers mostly use the written assessment, during which mainly focus on knowledge of the concepts and definitions. Nearly three quarters of students have experience with formative assessment. Replies teachers from classes, in which the survey was conducted, confirmed these findings from questionnaires for students.
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Peer-feedback in inquiry-based education in biology lessons at lower-secondary level
MÍSAŘOVÁ, Alena
MÍSAŘOVÁ, A. (2019). Peer-feedback in inquiry-based education in biology lessons at lower-secondary level. Diploma thesis. Faculty of Education, University of South Bohemia in Ceske Budejovice. 46 pp. This thesis deals with the use of formative assessment methods in inquiry-based education. Particularly, it is focused on the peer-feedback in which the students provide the written feedback to their classmates. The objective of the thesis is finding if the lower-secondary level students are able to provide quality and adequate feedback to their classmates. The process of the peer-feedback was incorporated into the realization of inquiry-based tasks focused on the water regime of the plants. In the beginning, the students created a proposal solution protocols for the given tasks; then the protocols were collected and given away by codes to the other students for the assessment and provision of the written feedback. After the end of the research, the interview was done with the chosen students to obtain their subjective opinions on the process of the peer-feedback. The found results have shown that the majority of the students was able to provide adequate feedback. The feedback quality depended on what part students had an assessment. The students mostly tried to provide adequate advice which led to the improvement of the protocol content, but there were found a few protocol quality decreasing advice also. In these cases, the students did not acceptthis advice. The biggest problem for the students was the assessment of the chosen tools. In the none protocol were the tools correctly chosen, so the result was that the evaluating students were not sure of the correct solution. The research has been proven that peer-feedback can be the useful method of the formative assessment which is easy to incorporate to the various biology lesson tasks, mainly to the inquiry-based activities. The main potential of this assessment method is that the students formulate the feedback with their words and that makes it easier to understand to the particular problematics. During the protocols assessment, the students also have the possibility to compare and look to the other protocols, find their own mistakes and take an edification.
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Consultation teacher - pupil - parent at primary schools focusing on providing feedback
Trpálková, Linda ; Starý, Karel (advisor) ; Laufková, Veronika (referee)
The thesis named Consultation teacher - student - parent at primary school with focus to providing feedback deals with specific role of consultations in the process of education as a form of cooperation between family and school. The aim of this thesis is to closer describe consultations teacher - student - parent in the extensive context and point out their potential in particular from the point of view of the formative assessment. It is a special educational opportunity that facilitates students' personal development and improvement in the process of learning via providing feedback which comes simultaneously from three sides. The theoretical part deals with defining term consultation teacher - student - parent, describing their functions and development as a communication platform. Part of the text offers an inspiring application of this untraditional appointment in Sweden. Attention is also focused to implementing students'sources that work as essential support for work with the formative feedback. The second, empirical part deals with reconstruction of three consultation meetings at primary school and reflects development of this event from the side of teacher, student as well as parent in the form of a case study. This research confirms the value of all three approaches and formation of...
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Case Study: An Implementation of Formative Assessment into Education
Raška, Dominik ; Starý, Karel (advisor) ; Laufková, Veronika (referee)
The Diploma Thesis named Case Study: Implementing Formative Assessment into Education focuses on formative assessment and its place as well as specifics in educational reality from two perspectives - it aims at first-hand experience of teachers and pupils, and it also examines the whole-school process of implementing this change into education. The thesis' goal is to identify formative assessment as means of functional feedback between teachers and pupils, and to offer personal experience with implementing formative assessment into education from the point of view of teachers as well as pupils. The theoretical part characterises the formative assessment's major features along with methods and techniques and their respective benefits. The theoretical part further offers an overlook of how the process of implementing changes into schools can be managed. The empirical part then presents findings from a research aimed at implementing specific parts of formative assessment into practice at a selected school. Finally, the results point out mainly the crucial influence of management of the change on the overall outcome of the process and the gradual change of views and motivations of leading actors. KEYWORDS formative assessment, feedback, peer assessment, self-assessment, criterion-referenced assessment,...
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Corrective Feedback in ESL Writing
Novotná, Kateřina ; Starý, Karel (advisor) ; Urbánek, Petr (referee) ; Chalupský, Petr (referee)
The dissertation thesis is focused on feedback on writing in English lessons, and describes its character and pupil's perception of its comprehensibility. The theoretical part defines feedback as a tool of pedagogical communication, which informs the pupil about the possibilities of improvement and progress and thus shapes pupil's development within the learning process as well as pupil's personality development. The topic of feedback is presented in the context of school assessment and teaching of writing, the issue of error is mentioned as the basis for corrective feedback and an incentive for learning. Also, writing and the specifics of its assessment are discussed. The empirical part, using the qualitative design of the multi-case study, builds on the data obtained by the interviews and the content analysis of the documents. The four case studies of teachers and their pupils illustrate how teachers and pupils perceive (corrective) feedback as a tool of pedagogical communication providing information on the possibilities of improvement and progress. The feedback on writing takes the form of grading (analytical rubrics), corrective feedback in the form of marking mistakes and problematic places in the work, written comments and oral comments when teachers hand the papers over. Pupils see feedback...
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Assessment for learning
Pučálková, Kristýna ; Tomková, Anna (advisor) ; Mazáčová, Nataša (referee)
The diploma thesis deals with the primary pupils' assessment aimed to support effective learning. In the first section a theoretical background of school and formative assessment is discussed. The concept of assessment, its history, types and function are briefly commented. Further the proposed thesis addresses the idea of assessment for learning and respective approaches with direct connection to the research inquiries. The following section of the thesis concerns empirical investigation of the assessment of two primary school teachers from selected third and fifth-year primary school classes along with the perception of the formative assessment by their pupils. The practical part based on the gained theoretical insight is carried out in a qualitative manner. For the purpose of investigation, a case study of formative assessment aimed at mapping, analyzing and evaluation in the context of school learning systems is proposed. The proposed thesis provides findings about how is the formative assessment put into effect and how this innovative technique is viewed not only by pupils, but also elementary school teachers. According to the conducted research both interviewed teachers integrate formative assessment principles in their classes. Even though the teacher from the third-year class prefers the...
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The teacher's assessment competence at primary school with a focus on self - assessment of Pupils
Homoky, Vendula ; Tomková, Anna (advisor) ; Hejlová, Helena (referee) ; Šikulová, Renata (referee)
The dissertation refers to the issue of school evaluation. It focuses on the competence of a primary school teacher to develop self-assessment of pupils. The theoretical part is devoted to the personality of the teacher, his profession including the qualities of the teacher and the professional standard. Furthermore, the teacher's professional competences, the concept of teaching and the ability of reflection and self-reflection in the teacher's profession. Then, in this part, autor is dedicated to the personality of the pupil in the learning process, the climate in the classroom and the interaction between the pupil and the teacher. In conclusion, the author focuses on the evaluation in the learning process, the objectives of the evaluation and its types. Particular attention is paid to formative assessment, especially self-evaluation of pupils, methods and methods of implementation. The research part presents the results of the research, for which the qualitative design of the case study was used. The subject of the survey was the evaluation competence of the teacher and activities aimed at self-assessment of pupils. The main objective of the research was to find out how primary school teachers develop the self-assessment of pupils in the learning process. In addition, the author has set several...
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Title: On-the-fly Formative Assessment in Biology Lessons
CIHLÁŘOVÁ, Magdaléna
The diploma thesis deals with informal formative assessment, namely one of its methods, which is "on the fly" assessment. Methods of formative assessment are frequently discussed in the current teaching conception, as their implementation into teaching leads to the development of student's learning and at the same time it provides useful information about the process of student's learning and about the quality and effectiveness of the teacher's teaching. The means for finding out this information is often the feedback in teacher-student interactions. The aim of this thesis is to analyse the use of "on the fly" assessment in biology lessons at an elementary school. The first part of the thesis presents a literary research. The second part is devoted to the presentation of the results, in particular to the analysis of the observed lessons with focus on the frequency of interactions between the students and the teacher, using the method of providing immediate feedback. In total, ten biology lessons were analysed at one selected school. All the lessons were transcribed and deeper analysed using the ESRU model. The main goal was to identify cases when the ESRU cycle was completed and included all four sub-steps on which it is based. The results have shown the most frequent use of incomplete cycles or impaired complete ESR cycles, and at the same time it has emerged that the occurrence of immediate formative feedback is not conditioned by completeness, i.e. the presence of all the steps of the ESRU cycle. It has been also found out that the ESRU model provides important information about informal formative assessment procedures, mainly it usefully distinguishes the different steps of the interaction and thus shows its flow, which goes beyond the general description of feedback.
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