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Using of verbal assessment by primary school teachers after distance learning
Tesařová, Martina ; Laufková, Veronika (advisor) ; Kadrnožková, Monika (referee)
The diploma thesis deals with the use of verbal assessment by primary school teachers before and after distance learning. It is primarily focused on finding out whether and how distance learning has influenced the use of verbal assessment by primary school teachers. The theoretical part of the thesis is concerned with an explanation of the basic terms of the topic, in particular: evaluation, school evaluation, school evaluation in the context of legal standards, verbal evaluation, materials for verbal evaluation, legislation of the verbal evaluation, distance learning, recommendations for distance learning and reference for assessment during distance learning. In the practical part, an analysis of three research studies, which were carried out using the methods of two consecutive questionnaire surveys, was implemented. One questionnaire survey was carried out in 2020 and the other in 2023. In addition, interview methods were used with teachers of the primary school first grade. The surveys were aimed at obtaining the necessary data to analyse the use of verbal assessment by first-grade teachers before and after distance learning. The aim of this diploma thesis has been to find out whether and how distance learning has influenced the use of verbal assessment by primary school teachers in teaching....
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A comparison of teachers' attitudes towards qualitative and quantitative assessment before and after the Covid-19 pandemic
Výborná, Andrea ; Laufková, Veronika (advisor) ; Novotná, Kateřina (referee)
The aim of the diploma thesis is to analyze a sample of 46 Czech first-grade pedagogues, whether there was a change in their perspective on verbal assessment after distance learning due to the Covid-19 pandemic. This work is divided into two parts. The introductory part of the first, theoretical part contains information from scientific publications regarding the concept of assessment in general, its functions, its types and forms. In the next part, the theoretical part deals with quantitative and qualitative assessment with an emphasis on their influence on the student's motivation. In the second, practical part, I compared the results of 2 researches carried out by me in the form of a questionnaire. One was implemented in 2020 and the second, enriched with 2 update questions, was implemented in 2023 on the same sample of respondents. The conclusion of the thesis contains the answer to the question posed at the beginning of my diploma thesis. From the data collected from my 46 respondents, it appears that educators' views on verbal assessment did not change significantly after distance learning during the Covid-19 pandemic, although there was a slightly more positive perception of verbal assessment.
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Form of final assessment of pupils at the time of distance learning (COVID-19): pupils and teachers point of view
Malinová, Zuzana ; Laufková, Veronika (advisor) ; Novotná, Kateřina (referee)
The thesis, titled The form of evaluation in the time of distant learning (COVID-19, deals with the form of final evaluation in the time of distant learning, focusing on positives and negatives of individual forms of evaluation and analyzes the preferences of students as well as their teachers from different viewpoints, i.e. motivation for learning. This thesis is divided into two main parts - theoretical and empirical one. The theoretical part deals with the school evaluation and approach to it, its functions, forms, but also its history. A chapter can be found there about pupils' motivation for learning, main principles and methods developing pupil's motivation for learning or the main obstacles in developing pupils' motivation during schoolwork. The theoretical part is closed up by a chapter about a final evaluation on the school report in the time of COVID-19. The aim of the empirical part is to identify whether the change in the final evaluation due to distant learning in pandemic COVID-19 suited the pupils, to describe the opinions of the teachers and pupils of the secondary school and lower classes of grammar school on various forms of evaluation, to describe the teachers' experience with evaluation in the context of distant learning and to subsequently compare the pupils' and teachers'...
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Innovative approaches to the assessment of pupils at primary education
Žákovská, Kateřina ; Spilková, Vladimíra (advisor) ; Kargerová, Jana (referee)
In the theoretical part of the thesis we will define the term of assessment according to the literature and we will also present different types, functions and forms of assessment. The main part of the theoretical part is focused on final verbal assessment which is currently put on the same level within the educational system by the new Education Act as the traditional mark system. The development of this way of assessment since 1989 will be reflected. Advantages and disadvantages of this kind of assessment will be summed up in the thesis. Strategies which can help the teacher to collect the materials for the final verbal assessment effectively are also to be found in the thesis. Then, there will be the comparison of traditional and final verbal assessment. The form of final verbal assessment in Great Britain and in Germany will be introduced in the next part of the thesis. In the empirical part of the thesis we will examine the way of final verbal assessment in the primary schools' practice. Advantages and disadvantages of this assessment will be presented from the view of the pupils, the teachers and the parents. The school director will also evaluate final verbal assessment. This information will be obtained by different research methods - a questionnaire for the pupils and the parents, an...
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Verbal assessment at primary schools
Rosecká, Petra ; Mazáčová, Nataša (advisor) ; Horská, Petra (referee)
In the theoretical part, the work first deals with school evaluation, its connection with educational goals and its functions. Then the theoretical part introduces the types of school evaluation, as well as its methods and types. The main part of the theoretical part of this work deals with verbal evaluation. First, the concept of verbal evaluation will be defined. Then the work introduces the types of verbal evaluation. The work then deals with the topic of criteria and its connection with verbal evaluation. The following chapter deals with diagnostics and observations before writing verbal evaluation. The next chapters are devoted to the very creation of verbal evaluation. First, the work deals with what should be the content of verbal evaluation and then the principles of its writing and formulations. Next, we will show the advantages and disadvantages of this form of evaluation. The last chapter deals with verbal assessment in students with specific learning and behavioral disorders. The aim of the work is to find out whether the recommendations are fulfilled and the rules stated in the literature are applied in practice, or what deviations from these recommendations arise. The practical part deals with the analysis of verbal evaluations, which are supplemented by a questionnaire. The analysis...
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Assessment of primary students with a focus on verbal assessment in the bilingual programme
Richterová, Jana ; Novotná, Kateřina (advisor) ; Vallin, Petra (referee)
The thesis focuses on primary school pupil's assessment in the bilingual program. The research is based on the way that the pupils are being assessed in the program, particularly in the half-year and in the end of the school year. The theoretical part of the thesis refers to the definition of the important terms, which are connected with the assessment and bilingual education. The important terms are for example school assessment, assessment, also its forms, functions and principles. The thesis is focused above all on the term verbal assessment, which is also defined in the theoretical part for example as what is its principle, positive and negative parts or how is the verbal assessment formulated. Last but not least in the thesis is defined the difference between the bilingual education, teaching by CLIL and the selected programme. The practical part was realized as a qualitative research, whose main methods of collecting were interviews and analysis. The interviews were performed at the primary school where the programme operates with three different groups of people who are a part of the programme. These are the Czech teachers, English teacher and pupils. The document analysis of the verbal assessments was realized as its content categorization thanks to the coding, which afterwards led to the...
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Criteria for assessment and teachers' preferences for kinds of final assessment in physical education at elementary schools
Gregar, Jan ; Peřinová, Radka (advisor) ; Kotlík, Kamil (referee)
Title: Criteria for assessment and teachers' preferences for kinds of final assessment in physical education at elementary schools Objectives: The objectives of the thesis were to gather and evaluate information about teachers' preferences for criteria in assessment of physical education as well as their preferences for kinds of assessment in the final evaluation of physical education. The aim of this work was also to compare preferences of different groups of teachers which are linked sociodemographic and professional characteristics. Methods: We used a questionnaire survey to gather the information in the practical part. 63 respondents participated. We utilized Google Forms to create the questionnaire and we shared it via email. The snowball sampling, nonprobability sampling and sampling across institutions were employed to select respondents and Excel software to analyse the data. Results: Based on the data analysis, we can say that teachers at elementary schools perceive the criteria of assessment very similarly, but for certain groups of teachers, greater or lesser differences can be observed. In general, teachers order the criteria of the final assessment on their importance in this sequence: 1. effort, 2. improvement, 3. performance, 4. theoretical knowledge. The preferences for kinds of...
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Verbal assessment at primary schools in the Czech republic and in Switzerland
Vávrová, Eliška ; Starý, Karel (advisor) ; Laufková, Veronika (referee)
This thesis named Verbal assessment at primary schools in the Czech Republic and in Switzerland focuses on an introduction and a comparison of verbal assessment in these two countries. The comparison is intended as a tool for a mutual inspiration. The verbal assessment is a current topic due to the recent changes in the concept of primary education in the Czech Republic. The thesis is divided into two parts. The theoretical part deals with the definition of the term "assessment", its forms and types within the Czech system of education, then it is concentrated on the description of the verbal assessment in more detail. There is also the introduction to the educational concept of one alternative school. The following chapters contain basic information about Swiss education in the context of its history. The school system of evaluation is further described within the Swiss canton called Luzern. The practically empirical part of this thesis examines systems of evaluation at primary school in the Czech Republic and in Switzerland applying the research methods as the interview or the questionnaire. The purpose of this part is to prove that the verbal assessment is more appropriate evaluating form than using classification during the first few years at primary school. KEY WORDS Verbal assessment, Swiss...
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Innovative approaches to the assessment of pupils at primary education
Žákovská, Kateřina ; Spilková, Vladimíra (advisor) ; Kargerová, Jana (referee)
In the theoretical part of the thesis we will define the term of assessment according to the literature and we will also present different types, functions and forms of assessment. The main part of the theoretical part is focused on final verbal assessment which is currently put on the same level within the educational system by the new Education Act as the traditional mark system. The development of this way of assessment since 1989 will be reflected. Advantages and disadvantages of this kind of assessment will be summed up in the thesis. Strategies which can help the teacher to collect the materials for the final verbal assessment effectively are also to be found in the thesis. Then, there will be the comparison of traditional and final verbal assessment. The form of final verbal assessment in Great Britain and in Germany will be introduced in the next part of the thesis. In the empirical part of the thesis we will examine the way of final verbal assessment in the primary schools' practice. Advantages and disadvantages of this assessment will be presented from the view of the pupils, the teachers and the parents. The school director will also evaluate final verbal assessment. This information will be obtained by different research methods - a questionnaire for the pupils and the parents, an...
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Forms of the Assessment of Pupils in the Education of the Czech Language and Literature
Šťastná, Kamila ; Pacovská, Jasňa (advisor) ; Šebesta, Karel (referee)
AND KEY WORDS ŠŤASTNÁ, Kamila. Forms of the Assessment of Pupils in the Education of the Czech Language and Literature. Prague, 2013. Dissertation. Charles University in Prague, Faculty of Arts, Institute of Czech Language and Theory of Communication. The dissertation deals with the issues of student assessment, namely classification by means of marks and verbal assessment. As a form of student assessment an approach based on the synthesis of both forms is also considered. In the theoretical part of the dissertation assessment in general, school assessment and its special characteristics, positive and negative assessment, types and functions of assessment are defined. The dissertation is mainly concerned with the issues of forms of assessment, their benefits and negative aspects. When discussing verbal assessment, the possibilities of its use are described, its different forms are distinguished, attention is paid to the question of formulating verbal assessment. The dissertation is also concerned with the issues of transition from classification to verbal assessment. The empirical part discovers, by means of interview, which form Czech language and literature teachers use when assessing the students and what their opinions of types of assessment in question are. The dissertation surveys the reasons...
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