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Lecturer(s)
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Petrů Puhrová Barbora, PhDr. Ph.D.
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Course content
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- 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.
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Learning activities and teaching methods
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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
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| learning outcomes |
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| Knowledge |
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| pedagogical diagnostics as a theoretical discipline |
| pedagogical diagnostics as a theoretical discipline |
| pedagogical diagnostics process in selected areas of a child's development |
| pedagogical diagnostics process in selected areas of a child's development |
| diagnostics methods and tool useable in diagnostics process in kindergarten |
| diagnostics methods and tool useable in diagnostics process in kindergarten |
| portfolio as a diagnostic tool |
| portfolio as a diagnostic tool |
| specifics of diagnostics teachers' activities |
| specifics of diagnostics teachers' activities |
| Skills |
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| 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 |
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| Knowledge |
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| 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 |
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| 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 |
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Recommended literature
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Boyle, B., & Charles, M. Formative assessment for teaching and learning. London: Sage, 2014.
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Gavora, P. Akí sú moji žiaci?: pedagogická diagnostika žiaka. Nitra: Enigma, 2015.
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Hansen, A. Reflective learning and teaching in primary schools. Thousand Oaks, CA: Sage Publications, 2017.
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