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The influence of formative assessment on the self-assessment of pupils in the teaching of informatics at primary schools
Vaníček, Petr ; Novák, Jaroslav (advisor) ; Tocháček, Daniel (referee)
The diploma thesis deals with the question of what are the differences in self-assessment among pupils who worked with formative assessment and those who were assessed by a teacher and assed with a regular classification. The target group were students of the secondary school the studied subject was Computer Science. The goal of the thesis was to find out how the introduction of formative assessment into teaching will affect the student's self-evaluation. In the theoretical part, the author defines key terms with an emphasis on types of school assessment, student peer assessment, self-assessment and classification. It also touches on the teaching of IVT at the lower secondary school from the perspective of the framework education program and the school education program. For the research was chosen a qualitative research strategy - the peer observation technique. The research took place in parallel in the class 8.A, where the pupils were monitored and evaluated by the teacher during the half-term, and only at the end of the semester they received self-evaluation questionnaires to fill out. The 8th grade students continuously worked with mutual evaluation and self-evaluation the whole time, the teacher here played the role of an observer and a mentor. At the end of the semester, they filled out the...
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Developing formative assessment in a kindergarten: action research
Řehořková, Adéla ; Laufková, Veronika (advisor) ; Novotná, Kateřina (referee)
This thesis addresses the issue of formative assessment in the kindergarten environment, aiming to systematize the application of formative assessment techniques and tools in preschool educationand enhance cooperationwith parents. The theoretical part delineates the development of children's identity, the significance of self-concept in preschool, and its alignment with the Framework Curriculum for Preschool Education. It also explores motivation, assessment, potential formative assessment techniques for preschool education, and underscores the importance of formative assessment in the Strategy for Education Policy of the Czech Republic 2030+. The final chapter delves into cooperation with parents and its contribution to children's education. The empirical part is structured as action research, involving the diagnosis of the current state of formative assessment in a selectedkindergarten. Solutions to the situationinclude establishing a new portfolio as a formative assessment tool, functioning as a coherent system with active parental participation,introducingtechniques for children's self-assessment, and systematizing the approach to children's assessment. Data collection methods encompass participant observation of children, interviews with children and kindergarten colleagues, and a...
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Taking responsibility for one's own learning by primary school learners
Zemanová, Nika ; Vallin, Petra (advisor) ; Poche Kargerová, Jana (referee)
The author tries to bring readers closer to the year-long process in which pupils take their educational journey into their own hands. The aim of the diploma thesis is to explore the system of interconnected and supporting steps that contribute to the efficiency of the entire process. In the theoretical part, the author focuses on the main components of the entire system, which support the resulting efficiency and the fulfillment of the goal, their implementation and evaluation with pupils. In the second, empirical part, the author describes, compares and evaluates individual systems at several different schools. In this part, a separate teacher-parent- pupil consultation itself is also evaluated. Key words: responsibility for one's learning, motivation, work with criteria, formative assessment, planning, self-assessment, cooperation with family, portfolio, teacher-parent-pupil consultations, class meetings
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Self-evaluation of primary school students
Šimková, Nikola ; Poche Kargerová, Jana (advisor) ; Zemanová, Blanka (referee)
The thesis deals with the self-evaluation of primary school students. The aim is to find out with what perspective the selected first grade teachers approach pupils' self-assessment. The theoretical part explains the concept of assessment. It lists its functions, forms and types. It focuses more on formative assessment and feedback in relation to self-assessment. It also mentions self-concept, which is closely related to self-assessment. It presents its definition and development with regard to the age focus in the first stage of primary school. It looks more closely at pupils' self-assessment. It focuses on the development of self-evaluation of the individual, its meaning and functions and the conditions for its development in school. It mentions what types of self-assessment are divided into and what methods and techniques can be used. Finally, it highlights the possible risks and pitfalls of pupil self-assessment. The practical part investigates the position taken by selected primary school teachers on pupil self- assessment. The research is carried out using observation and interview methods. The results of the research show that the selected first grade primary school teachers give their pupils space for self-evaluation using different methods and techniques. However, this is done to a limited...
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Benefit of Formative Assessment for Primary School Teachers and Pupils
Fišerová, Karolína ; Laufková, Veronika (advisor) ; Starý, Karel (referee)
The diploma thesis aims to find out what benefits of using formative assessment in teaching see selected teachers and pupils of primary school. The theoretical part focuses on school evaluation, where this term is defined, and the main aspects of assessment such as functions and individual types are described. It also gets to the formative and summative types of evaluation and their comparison. The next part is devoted to specific principles of a formative approach, such as the formulation of goals that are closely related to criteria and feedback, as well as self-evaluation or peer evaluation. Formative assessment could not work without respectful communication and trust between the student and the teacher, which is dealt with in the last chapter of the theoretical part. The empirical part, through interviews with pupils' class teachers (specifically the 4th grade) and subsequent interviews with groups of pupils of the above-mentioned teachers, finds out what evaluation procedures teachers use and why. Interviews with pupils make it possible to record the pupils' view of school assessment and the methods their teachers work with, as well as how communication in the classroom affects pupils' approach to learning. The results of the qualitative design of the research show that formative methods try...
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Assessment of Speech as Language Skill of Secondary School Pupils during Russian Language Lessons
Bošinová, Veronika ; Rozboudová, Lenka (advisor) ; Konečný, Jakub (referee)
The topic of the thesis is assessment of speech as a language skill of secondary school students during Russian language lessons. The theoretical part is dedicated to assessment in the process of learning, its purpose, functions and types. The next part involves assessing as a part of teaching a foreign language, following up with detailed focus on assessment of speech of secondary school students. In practical part, it is analyzed to what extent the assessment of speech during Russian language lessons in secondary schools is being applied, or what types of assessment are represented. KEYWORDS assessment, speech, student, skill, formative assessment
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Peer assessment in mathematics in the 5th grade of primary school.
Handíková, Karolína ; Macháčková, Jana (advisor) ; Kvaszová, Milena (referee)
HANDÍKOVÁ KAROLÍNA, Peer assessment in mathematics in the 5th grade of primary school, Prague, Faculty of Education, Charles University, 2022. The diploma thesis Peer Assessment in Mathematics in the 5th Year of Basic School deals with the methods of assessment used in the first period of education of pupils at basic schools. The thesis consists of two parts - theoretical and practical. The theoretical part of the thesis defines the concept of school assessment, I present its brief development, functions and I also distinguish different types of school assessment. Evaluation is viewed in the thesis on three levels - self-evaluation, peer evaluation and teacher evaluation. The thesis emphasizes peer evaluation, which is given increased attention in the field of research. The practical part consists of research focused on working with a square grid and counting the content of various geometric shapes, where pupils pass through different levels based on peer assessment. KEYWORDS Assessment, formative assessment, summative assessment, self-assessment, peer assessment, primary school pupil, triangle area in a square grid
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Pupils'self-assessment at elementary school
Reine, Petra ; Novotná, Kateřina (advisor) ; Laufková, Veronika (referee)
The thesis deals with self-evaluation of pupils at the secondary school. The goal was to describe concept of self-evaluation in relation to school assessment and to introduce self-assessment into health education classes in 6th grades at secondary school. The research included designing and applying several techniques of self-evaluation at the secondary school and then describing and reflecting on the whole process. The theoretical part focuses on the evaluation of pupils at school, including the analysis of current curriculum documents and legislation. Furthermore, the elements that support the student's learning are described here. The last part of the theoretical part deals with self- evaluation. It defines the term self-evaluation and describes the effects of self-assessment on the student and also includes a presentation of various self-assessment techniques. The practical part was realized as an action research. It describes the process of implementing of self-evaluation, including overcoming minor obstacles that arose during the research. The research was carried out in the 6th grade at secondary school in health education classes. The preparatory phase of the analysis of school documents was followed by the initial data collection, which consisted of observations of pupils and further...
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The issue of formative assessments for primary school pupils through individual subjects
Vimrová, Gabriela ; Wildová, Radka (advisor) ; Ronková, Jolana (referee)
In my diploma thesis, I decided to focus on the evaluation of the issue and, above all, formative education in classical elementary schools. Assessment is very important for a person's future life and therefore teachers should be able to handle it correctly. Thanks to the assessment, teachers can already guide the pupil at a young school age and influence their future life in primary education. The work contains a view of formative assessment that focuses on the student and improves the relationship between teacher and student. I divided the theoretical part into 4 chapters, which contains basic information about assessments and formative assessments. The first chapter deals with the concept of assessments in general. The chapter also looks at the past of evaluation and describes the phases of the teaching process. The second chapter is devoted to school assessments, its specifics and functions. The third chapter is the formative assessment itself, which then focuses on its methods. The last chapter covers student motivation to learn. The practical part deals with the qualitative research method and examines the view of teachers and students' parents on formative assessments. I created two questionnaires that aim to find out how formative assessment is perceived by teachers and parents in the 1st...
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Formative Assessment of EFL students' Speaking Skills in an upper-secondary vocational classroom
Mužíková, Jana ; Starý, Karel (advisor) ; Laufková, Veronika (referee) ; Urbánek, Petr (referee)
The thesis Formative Assessment of EFL students' Speaking Skills in an upper-secondary vocational classroom describes attitudes to assessment of three English language teachers at a Czech business academy from the perspective of formative assessment just before the outbreak of Covid-19 pandemic. The case study aims to show what happens behind the classroom door by providing a deep insight into the assessment practices of EFL learning at a Czech secondary vocational school. The theoretical part defines formative assessment as feedback which brings the learner valuable information concerning the knowledge and skills in the process of learning when it is still possible to work on improving the output; it explores different formative strategies in the context of communicative approach to EFL learning, namely Speaking Skills development. The empirical part builds on the qualitative data collection which consisted of several phases and methods: firstly, school documents were analysed to understand the assessment processes in general, followed by the semi-structured individual interviews with a headmistress and three EFL teachers. Student focus groups and three individual interviews with students were carried out to clarify students' approach to their assessment. Most importantly, classroom practices of...
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