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Assessment as a way to self-knowledge not only in the teaching of mathematics at the first stage of elementary school
Handíková, Karolína ; Kvaszová, Milena (advisor) ; Macháčková, Jana (referee)
HANDÍKOVÁ KAROLÍNA, Assessment as a Way to Self-Knowledge Not Only in Teaching Mathematics at the First Level of Elementary School, Prague, Faculty of Education, Charles University, 2022. The diploma thesis Assessment as a Way to Self-Knowledge Not Only in the Teaching of Mathematics at the First Stage of Primary School deals with the methods of assessment used in the first period of education of pupils at primary schools. The thesis consists of two parts - theoretical and practical. Evaluation is an integral part of education, and just as other parts of education are transformed on the basis of changes in society, evaluation also undergoes upheavals and changes so that it is effective and responds to the latest trends in pedagogy. Assessment is a big topic for educators, and many of them think about an appropriate form of assessment on a daily basis. The theoretical part of the thesis defines the concept of school evaluation, its functions and distinguishes various types of school assessment. Evaluation is viewed in the thesis on three levels - self-evaluation, peer evaluation and teacher evaluation. The practical part consists of a survey in which teachers at the first stage of primary school are interviewed, as well as the pupils themselves attending the first stage of primary school. Teachers...
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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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Work with the Learning Stories method in the age homogenous class in the context of Czech nursery school
Niková, Tereza ; Loudová Stralczynská, Barbora (advisor) ; Uhlířová, Jana (referee)
The thesis deals with the issue of assessment of learning processes of preschool children. The aim of the thesis is to deepen the theoretical knowledge and to implement the Learning Stories method in the Czech Republic. The Learning Stories correspond to the key features of formative assessment, supports individual child's learning, monitors child's progress and develops teachers' pedagogical practice. The theoretical part characterizes formative assessment and its key features. The main part of the theoretical work is devoted to the Learning Stories method. It explains the theoretical foundations of the origin of the method in New Zealand, its benefits, the development of children's learning, the observation of the it's progress and the teacher's work in the process of early childhood assessment. The empirical part of the thesis involved action research in the age homogeneous class of pre- school children. Content analysis of letters (as the output of the Learning Stories method) and questionnaires as feedback from parents were used. The letters were analysed based on the criteria of whether they met the principles of the Learning Stories method, how they influence teacher's evaluation and pedagogical planning. The questionnaires were used to determine, how parents evaluate the benefits of the...
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Communication between school and family in formative assesment of pupils
Hřebíčková, Nikola ; Hejlová, Helena (advisor) ; Poche Kargerová, Jana (referee)
This thesis deals with communication between school and family in the formative assessment of pupils. The main goal of this thesis is to map the procedures and conditions of functional communication between school and family regarding the formative assessment of pupils. This goal will be followed by a second goal, which is aimed at finding examples of good practice. The theoretical part deals with the topic of formative assessment, communication between school and family, which describes what role the parent can be in relation to the school and the last chapter deals with the assumptions of student learning at the 1st stage of primary school. The practical part is qualitative research, in which research methods of observation and a questionnaire will be used. This part is carried out at six primary schools in Prague by selected female teachers. These schools are divided into two groups. The first group consists of three schools that gradually introduce formative assessment or use it only by some teachers in the school. The second group consists of three schools, where formative assessment is introduced throughout the school. The obtained results are processed into six case studies of individual female teachers. It was found that schools, where all teachers carry out formative assessment, provide...
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Pupil's Assesment in Biology
Ouředníková, Eliška ; Novotná, Kateřina (advisor) ; Vallin, Petra (referee)
The thesis is focused on formative assessment in biology, specifically it describes its use in biology teaching. The aim of the thesis is to discuss formative assessment, its strategies, methods and processes that can be used in biology classes. The theoretical part defines school assessment. The topic of formative assessment is presented in the context of the types and roles of school assessment and also biology teaching. The empirical part, using the qualitative design of the multi-case study, builds on the data obtained by the in-depth interviews with two teachers. The aim of the research was to describe the way teachers assess students in biology classes and their attitude and knowledge about formative assessment. The two case studies illustrate how teachers perceive formative assessment as one of the possible ways to collect evidence about the knowledge of their students. The author asked about grading and its importance for the teachers. She was also interested in the impact of the Covid-19 pandemic on teaching and assessment. The research showed that various strategies and methods of formative assessment are appropriate for biology teaching. According to the teachers, the most important and the most effective methods are feedback, assessment according to criteria and peer assessment....
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Formative Assessment
Laufková, Veronika ; Starý, Karel (advisor) ; Šalamounová, Zuzana (referee) ; Kratochvílová, Jana (referee)
This dissertation thesis is focused on the theme of formative assessment on a secondary level of education. The aim of this thesis is to define formative assessment and to show how it is implemented to the teaching process of the Czech language and literature on a secondary level of education. The theoretical part presents a review based on major international and national sources. Formative assessment is defined as an evaluation which brings valuable information concerning the knowledge and skills of the given pupil during the process of education. The typology and function of formative assessment, questions linked to its successful implementation are elaborated together with this methods: goals, criteria, feedback, self-assessment and peer assessment. The aim of the empirical part is to define the real form of the implementation of formative assessment in six targeted Czech schools. This thesis also presents the attitude of students towards the implementation of this method. A qualitative research method was chosen and a multiple case study was used as a form of research strategy. The data collection consisted of observation, document analysis and interviews with teachers and pupils. The formative assessment methods were best implemented under the supervision of a skilled mentor. Contrary to...
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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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Evaluation of the upper grades pupils in the primary school and his influence to motivation to learn
Musilová, Miroslava ; Kasíková, Hana (advisor) ; Valenta, Josef (referee)
This paper titled "Evaluation of the lower secondary education students and its influence on learning motivation" is focused on the most frequently used methods of evaluation at today's schools. It considers not only evaluation methods complying with students but also relation between evaluation and learning motivation. It includes an analysis of current situation of students' self-evaluation. The whole paper is divided into a theoretical and an empirical part. The theoretical part portrays the core essence and the importance of the evaluation, its principles and qualities. It describes some important concepts, such as a pedagogical evaluation and its legal framework. It identifies function and techniques of the evaluation from the school legislation point of view and at the same time it illustrates the current tendencies in its development. It maps some types, forms and evaluation function. It explains in more details motivational function of evaluation as well as self-evaluation. The empirical part deals with a detailed research which is dedicated to exploration of the most frequently used pedagogical evaluation methods at the chosen schools. Simultaneously, it investigates which evaluation methods are preferred by students themselves and whether evaluation somehow impacts their motivation level...
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Assessment of Pupils at Primary School
Fričová, Martina ; Hejlová, Helena (advisor) ; Tomková, Anna (referee)
The present thesis focuses on assessment of pupils at primary school in relation to motivation for learning. The theoretical part describes kinds and forms of assessment and aspects influencing students' motivation. The practical part researches if a form of assessment influences student's motivation. Research results show that a student's motivation is determined by family influence and upbringing from which a student's attitude to education unreels. School assessment does not cause students any problems; it is important and desirable for them and their parents.
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Development of self-assessment within formative assessment of primary school pupils
Vandělíková, Jana ; Laufková, Veronika (advisor) ; Novotná, Kateřina (referee)
The diploma thesis deals with the development of self-evaluation within the formative evaluation of primary school pupils during the first and second grade of primary school. The theoretical part is divided into four chapters. The first chapter characterizes the period of younger school age. The second chapter deals with the characteristics of evaluation and assessment with emphasis on school assessment, its goals, functions, types and risks. The third chapter introduces us to the concept of formative assessment and its key strategies. The final chapter focuses on the pupils' self-assessment. It describes the concept of self- assessment and introduces us to important factors that need to be taken into account when implementing self-assessment activities. The research part describes the research objectives, research questions and data collection methods. It characterizes the research sample in terms of school, class and pupils. It focuses on the description and reflection of the six established self-assessment techniques and the subsequent analysis of the development of self-assessment skills. The aim of the research part was to systematically develop the self-assessment skills of pupils for a period of six months; reflect on their work and analyze the progress of pupils in this area using the...
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