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The Final Thesis - The Art Project (D)
Maša, Vojtěch ; Koťátko, Petr (referee) ; Sterec, Pavel (advisor)
In my diploma thesis, which is called "University Qualification Thesis: MASTER'S DEGREE DIPLOMA THESIS - STUDIO PART (D), I try to fulfill the protocol, which is specified in the following points: - Get grade "D" from my diploma thesis - studio part, - If I don't get grade "D" from my diploma thesis - studio part, I did not fulfill the assignment and the goal. Therefore, the project should not be considered as successful and should be graded "F". The thesis doesn't have a visual form. The project itself is just the "concept" described in the two points mentioned above in the text including all the consequences and its progression. My creative contribution is only to induce the situation. This text is just a text part of the documentation used for easier understanding and for contextualizing. Thus, this text is a lexical (and graphical in case of the diagram shown in the full text) comment on the project and it should not be subject to evaluation. Additional form of documentation of the project will be an audio recording of defense of this project taken by a record company. My speech during the defense is also not meant to be a performace as an art discipline and therefore should not be assessed.
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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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Evaluation and classification in academic physical education
Lonská, Julie ; Fialová, Ludmila (advisor) ; Tilinger, Pavel (referee)
Title: Evaluation and classification in academic physical education Goals: The main goal of this work is to analyze the opinion of the current teachers of physical education on the methods of evaluation and classification in academic physical education within elementary and high schools. How is the relation of the tutors towards classification and verbal evaluation of the students within physical education and what are their main criteria for evaluation. Further, evaluate students questionnaires related to their opinion on given classification. Methodology: The methodology used in this work was a research questionnaire within 20 schools in Prague (10 elementary and 10 high). The first questionnaire, which was created for teachers, had 40 questions where the first 36 had a closed form and the remaining 4 questions had an open form, where respondents answered with their own opinion. The second questionnaire was created for students and had 39 questions. Only one answer was possible for each question. Only the last question had an open form. The questionnaire was focused on the ways of the evaluation of students within physical education, criteria for classification within physical education, scarcities and priorities of these ways of evaluation. Results: It was proven from the analysis of the results...
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External motivation of students in physical education at elementary school
Voštiňák, Radek ; Vindušková, Jitka (advisor) ; Červinka, Pavel (referee)
Title: External motivation of students in physical education at elementary school Objective: The objective of my thesis was to determine the problems of external motivation of students in school physical education at elementary school. I have focused on pubescence period and also on first school and on lower secondary school to compare both of them. My primary focus was on sports projects for schools and grading. Methodology: The character of my thesis was active research. Methods used during my research were observation, description, analysis of pedagogical situation and pedagogical documentation. The research was performed at elementary school Bitovska during 6- year period. Results: The adequate motivation for first school pupils are rewards and positive impact of teacher. The competitions, racings and games can be used for lower secondary school students. The sports project "Sazka Olympijsky viceboj" is the best choice as a support for both degrees of elementary school. Key words: motivation, sports project, adolescent, grading.
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Evaluation and classification in academic physical education
Lonská, Julie ; Fialová, Ludmila (advisor) ; Tilinger, Pavel (referee)
Title: Evaluation and classification in academic physical education Goals: The main goal of this work is to analyze the opinion of the current teachers of physical education on the methods of evaluation and classification in academic physical education within elementary and high schools. How is the relation of the tutors towards classification and verbal evaluation of the students within physical education and what are their main criteria for evaluation. Further, evaluate students questionnaires related to their opinion on given classification. Methodology: The methodology used in this work was a research questionnaire within 20 schools in Prague (10 elementary and 10 high). The first questionnaire, which was created for teachers, had 40 questions where the first 36 had a closed form and the remaining 4 questions had an open form, where respondents answered with their own opinion. The second questionnaire was created for students and had 39 questions. Only one answer was possible for each question. Only the last question had an open form. The questionnaire was focused on the ways of the evaluation of students within physical education, criteria for classification within physical education, scarcities and priorities of these ways of evaluation. Results: It was proven from the analysis of the results...
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The Final Thesis - The Art Project (D)
Maša, Vojtěch ; Koťátko, Petr (referee) ; Sterec, Pavel (advisor)
In my diploma thesis, which is called "University Qualification Thesis: MASTER'S DEGREE DIPLOMA THESIS - STUDIO PART (D), I try to fulfill the protocol, which is specified in the following points: - Get grade "D" from my diploma thesis - studio part, - If I don't get grade "D" from my diploma thesis - studio part, I did not fulfill the assignment and the goal. Therefore, the project should not be considered as successful and should be graded "F". The thesis doesn't have a visual form. The project itself is just the "concept" described in the two points mentioned above in the text including all the consequences and its progression. My creative contribution is only to induce the situation. This text is just a text part of the documentation used for easier understanding and for contextualizing. Thus, this text is a lexical (and graphical in case of the diagram shown in the full text) comment on the project and it should not be subject to evaluation. Additional form of documentation of the project will be an audio recording of defense of this project taken by a record company. My speech during the defense is also not meant to be a performace as an art discipline and therefore should not be assessed.
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