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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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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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Multimedia Language Labs in Foreign Language Education
Botlík Nuc, Tomáš ; Černochová, Miroslava (advisor) ; Ondráková, Jana (referee) ; Fialová, Irena (referee)
The dissertation deals with the issue of multimedia language labs in foreign language teaching. The research study is based on the assumption that the lab helps to practice the development of students' oral expression and how the use of the lab is connected to autonomous learning, self- assessment and multilingualism. The work examines under what conditions the SmartClass Robotel lab can be used in the teaching of the German language at a secondary school. Sixty- nine high school students took part in the research conducted in the form of a case study between December 2021 and February 2022. Data from the input and output records of the oral speech recordings of individual students have been used as the main source of the research. Each recording was evaluated by the student himself, his classmate and the teacher. The assessment focused on content and oral expression, lexical, grammatical and phonological competence. The evaluation also included an assessment of the quality and identification of the speech's weaknesses. The results show that, under certain conditions, teaching in a language lab can make it easier for teachers to implement conversational activities and allow students to work at their own pace and choose the order of activities. The benefit for teachers is the ability to collect data...
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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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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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Self-assessment and peer assessment in interpreter self-training
Navrátilová, Kateřina ; Čeňková, Ivana (advisor) ; Mraček, David (referee)
The theoretical-empirical thesis deals with the importance of self-assessment and peer assessment for interpreter self-training. The first part is focused on the theoretical foundations of the thesis. First, the thesis covers the question of interpreting quality, its definition, and the assessment of interpreting in interpreter training. The thesis then presents the expertise theory, both in general and in the field of interpreting studies specifically, and provides recommendations by several theoreticians as to how to apply this theory in interpreter training. The next chapter clarifies certain concepts from learning theory that often appear in literature on interpreting didactics. The theoretical part concludes with a presentation of two types of tools that can be used in interpreter self-training, namely e-learning tools and reflective diaries. The empirical part then analyses data collected in two pieces of research. The first of these is a questionnaire research that aims to map the self-training habits of MA interpreting students at the Institute of Translation Studies, Faculty of Arts, Charles University, and to find out whether the students, while self-training, act in line with the expertise theory. The second piece of research is focused on peer feedback that interpreting students give to...
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Embedding formative assessment in ISCED 2 in Science
Navrátilová, Lenka ; Laufková, Veronika (advisor) ; Chvál, Martin (referee)
The work deals with possible ways to implement formative assessment into education at the second stage of primary school at science subjects, particularly at natural history and chemistry. The assumption for successful implementation of formative assessment is healthy climate in the class and the support of mutual help between pupils meaning their awareness of synergic effects of work of the whole class such as collectiveness, full of mutual respect and awareness of the desire to achieve a common and successful goal. Related to this is the strengthening of cooperative learning, group work and also the way pupils' self-assessment to strengthen their growth thinking, create and strengthen their ability to think about their learning, thus metacognition. Formative assessment enriches not only the students but also the teacher himself. Based on the information obtained, he thinks better about his teaching. However, this presupposes the professionalism of the teacher, his openness to the feedback of the pupils. If the teacher accepts this as a chance to improve, then he is a person in the right place who has more prerequisites for serving students and their education. Demonstrations of formative assessment procedures in the practical part give a chance to a larger number of students to feel the joy 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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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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Self-assessment and peer assessment in interpreter self-training
Navrátilová, Kateřina ; Čeňková, Ivana (advisor) ; Mraček, David (referee)
The theoretical-empirical thesis deals with the importance of self-assessment and peer assessment for interpreter self-training. The first part is focused on the theoretical foundations of the thesis. First, the thesis covers the question of interpreting quality, its definition, and the assessment of interpreting in interpreter training. The thesis then presents the expertise theory, both in general and in the field of interpreting studies specifically, and provides recommendations by several theoreticians as to how to apply this theory in interpreter training. The next chapter clarifies certain concepts from learning theory that often appear in literature on interpreting didactics. The theoretical part concludes with a presentation of two types of tools that can be used in interpreter self-training, namely e-learning tools and reflective diaries. The empirical part then analyses data collected in two pieces of research. The first of these is a questionnaire research that aims to map the self-training habits of MA interpreting students at the Institute of Translation Studies, Faculty of Arts, Charles University, and to find out whether the students, while self-training, act in line with the expertise theory. The second piece of research is focused on peer feedback that interpreting students give to...
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