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Developmental screening test of early literacy: MiniMABEL
Pustková, Martina ; Málková, Gabriela (advisor) ; Nováková Schöffelová, Miroslava (referee)
The presented master's thesis focuses on the developm ent of literacy skills in preschool children whose native language is Czech and who have no diagnosed language impairments. The overview chapters address the theoretical foundations and constructs we used for developing subtests and items for the newly developed screening tool, MiniMABEL. The methodological section includes a description of the study's design and schedule, as well as a description of the development of the test's design. This includes an initial testing of tasks on a small sample of children (N=20), based on which the tasks were revised into the analyzed test design. The research conducted on a sample of children meeting the defined parameters (N=78) addresses three research objectives. The first objective is to examine the psychometrics properties of the proposed instrument, describe typical performance, and assess the sensitivity of the tests for the proposed use. The second objective involves proposing score thresholds for identifying children at risk of impaired literacy skills development. The third objective is to provide recommendations for modifying subtests and formulate basic guidelines for further development of the test battery. The results are based on descriptive statistics, frequency and item analysis and internal...
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Assessment strategies in Civic education
Kubrová, Barbora ; Dvořáková, Michaela (advisor) ; Fapšo, Marek (referee)
The aim of the diploma thesis is to document the issue of assessment in civic education at an elementary school by conducting a case study. The study was conducted through an in- depth interview with the teacher, a focus group interview with the students, and participatory observation. The collected data was subsequently analyzed using open coding and further interpreted using the ‚card sorting' method. The result is a perspective on assessment from both the teacher's and students' viewpoints compared with observations of specific teaching sessions. The results of this study were evaluated and further discussed from the perspective of the specifics of civic education. Additional potential options for utilizing assessment methods, tools, and techniques were proposed with consideration of the possibilities and goals of the particular teacher. This work can be considered beneficial for other teachers as it contributes to a better understanding of the assessment issues in civic education and offers specific suggestions and recommendations for improving this area. This contributes to enhancing the quality of teaching and supporting further professional development, not only for the author but also for other teachers. KEYWORDS assessment, Civic education, formative assessment, summative assessment,...
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