|
Lecturer(s)
|
-
Petrů Puhrová Barbora, PhDr. Ph.D.
|
|
Course content
|
- Characteristics of relationships of concepts of pedagogical diagnostics, diagnosis, diagnosing, diagnostic aetiology and symptomatology, pedagogical prognosis. - Characteristics of diagnostic methods and their classification. - Tools for assembling results of a diagnostic into a written report. - Elaborating a written report from observation of a particular pupil. - Starting points of school assessment in a holistic concept. - Reflection of errors in school assessment of pupils and their learning activities.
|
|
Learning activities and teaching methods
|
Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Analysis of a presentation, Text analysis
- Participation in classes
- 10 hours per semester
- Preparation for examination
- 10 hours per semester
- Term paper
- 40 hours per semester
|
| learning outcomes |
|---|
| Knowledge |
|---|
| define pedagogical diagnostics as a theoretical discipline |
| define pedagogical diagnostics as a theoretical discipline |
| describe the meaning of pedagogical diagnostics process in selected areas of a child's development |
| describe the meaning of pedagogical diagnostics process in selected areas of a child's development |
| know the diagnostics methods and tool useable in diagnostics process in kindergarten |
| know the diagnostics methods and tool useable in diagnostics process in kindergarten |
| clarify the meaning of the portfolio as a diagnostic tool |
| clarify the meaning of the portfolio as a diagnostic tool |
| discuse the specifics of diagnostics teachers' activities |
| discuse the specifics of diagnostics teachers' activities |
| Skills |
|---|
| define pedagogical diagnostics a diagnostics process |
| define pedagogical diagnostics a diagnostics process |
| describe selected diagnostics methods and tools |
| describe selected diagnostics methods and tools |
| design and defence the child's portfolio |
| design and defence the child's portfolio |
| define the diagnostics areas of preschool children |
| define the diagnostics areas of preschool children |
| describe self-diagnostics competence |
| describe self-diagnostics competence |
| teaching methods |
|---|
| Knowledge |
|---|
| Dialogic (Discussion, conversation, brainstorming) |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Analysis of a presentation |
| Analysis of a presentation |
| Text analysis |
| Text analysis |
| Dialogic (Discussion, conversation, brainstorming) |
| assessment methods |
|---|
| Analysis of the student's performance |
| Analysis of the student's portfolio |
| Analysis of the student's portfolio |
| Analysis of educational material |
| Analysis of educational material |
| Analysis of the student's performance |
| Oral examination |
| Oral examination |
|
Recommended literature
|
-
Boyle, B., & Charles, M. Formative assessment for teaching and learning. Sage, 2014.
-
Gavora, P. Akí sú moji žiaci?: pedagogická diagnostika žiaka. Enigma, 2015.
-
Hansen, A. Reflective learning and teaching in primary schools. Sage Publications, 2017.
|