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Lecturer(s)
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Lukášová Hana, prof. PhDr. CSc.
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Course content
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-Characteristics of relationships of concepts of pedagogical diagnostics, diagnosis, diagnosing, diagnostic etiology 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), Observation
- Participation in classes
- 56 hours per semester
- Educational trip
- 8 hours per semester
- Preparation for course credit
- 20 hours per semester
- Preparation for examination
- 35 hours per semester
- Term paper
- 30 hours per semester
- Home preparation for classes
- 31 hours per semester
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| prerequisite |
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| Knowledge |
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| not specified |
| not specified |
| learning outcomes |
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| Students gain theoretical knowledge in the field of pedagogical diagnostics of a pupil. Students learn to implement diagnostic activity and to assess the activity after carried out teaching practice. |
| Students gain theoretical knowledge in the field of pedagogical diagnostics of a pupil. Students learn to implement diagnostic activity and to assess the activity after carried out teaching practice. |
| teaching methods |
|---|
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Observation |
| Observation |
| assessment methods |
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| Written examination |
| Written examination |
| Oral examination |
| Oral examination |
| Analysis of another type of paper written by the student (Casuistry, diary, plan ...) |
| Analysis of another type of paper written by the student (Casuistry, diary, plan ...) |
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Recommended literature
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Bednářová, J., Dandová, E., Kratochvílová, J., Nádvorníková, H., Syslová, Z., & Šulová, L. Školní zralost a její diagnostika. Praha: Raabe, 2017.
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GAVORA, P. Akí sú moji žiaci? Pedagogická diagnostika žiaka. Bratislava: Práca, 1999.
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KOLLÁRIKOVÁ, Z., PUPALA, B. Předškolní a primární pedagogika. Praha: Portál, 2001. ISBN 80-7178-585-7.
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Košťálová, H., Miková, Š., & Stang, J. Školní hodnocení žáků a studentů. Praha: Portál, 2012.
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Kožuchová, M. a kol. Pedagogická diagnostika v primárnom vzdelávaní. Bratislava: SPN, 2011.
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LUKÁŠOVÁ, H. (ed.), HELUS, Z., KRATOCHVÍLOVÁ, J., RÝDL, K., SPILKOVÁ, V., ZDRAŽIL, T. Proměny pojetí vzdělávání a školního hodnocení (Filosofická východiska a pedagogické souvislosti). Praha: AWŠ, 2012.
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Mertin, V., & Krejčová, L. Metody a postupy poznávání žáka: pedagogická diagnostika. Praha: Wolters Kluwer, 2016.
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Spáčilová, H. Pedagogická diagnostika v primární škole. Olomouc: UPOL, 2009.
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Starý, K., & Laufková, V. Formativní hodnocení ve výuce. Praha: Portál, 2016.
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Wiliam, D., & Leahy, S. Zavádění formativního hodnocení. EDUlab, 2015.
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ZELINKOVÁ, O. Pedagogická diagnostika a individuální vzdělávací program. Praha: Portál. 2001.
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