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Lecturer(s)
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Večeřová Radana, Mgr.
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Navrátilová Hana, PhDr. Ph.D.
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Jelénková Libuše, Mgr. Ph.D.
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Petrů Puhrová Barbora, PhDr. Ph.D.
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Course content
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- An overview of the development of pedagogical diagnostics in the Czech Republic. Pedagogical diagnostics as a scientific discipline. - Pedagogical diagnostics - basic concepts, meaning, goals, types and areas. - Diagnostic process. Methods of pedagogical diagnostics. - Evaluation of the level of motor skills, laterality and perception. - Diagnostics of the level of mathematical abilities and skills. - Diagnosis of mental skills and communication skills of the student. - Diagnosis of social influences, relationships in a group of peers and the family. - Diagnosis of selected physical and mental characteristics. - Diagnosis of student behaviour. - Forms of school evaluation, reflection and creation of assessment (classification, verbal evaluation). - Diagnostic competence of the teacher, self-diagnostics of the teacher. - Elaboration of pupil´s diagnostics portfolio.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming)
- Participation in classes
- 10 hours per semester
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| prerequisite |
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| Knowledge |
|---|
| not specified |
| not specified |
| learning outcomes |
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| basic concepts of pedagogical diagnostics |
| basic concepts of pedagogical diagnostics |
| define pedagogical diagnostics and its process |
| define pedagogical diagnostics and its process |
| analyse selected areas of pupil development |
| analyse selected areas of pupil development |
| characterise the forms of school assessment |
| characterise the forms of school assessment |
| reflect on the pupil portfolio as a diagnostic tool for the teacher |
| reflect on the pupil portfolio as a diagnostic tool for the teacher |
| Skills |
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| apply diagnostic competence in selected areas of pupil diagnosis |
| apply diagnostic competence in selected areas of pupil diagnosis |
| propose a specific method of formative assessment of the pupil |
| propose a specific method of formative assessment of the pupil |
| identify areas of teacher self-diagnosis |
| identify areas of teacher self-diagnosis |
| develop a diagnostic portfolio |
| develop a diagnostic portfolio |
| reflect on self-diagnostic strategies in teaching |
| reflect on self-diagnostic strategies in teaching |
| teaching methods |
|---|
| Knowledge |
|---|
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| assessment methods |
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| Composite examination (Written part + oral part) |
| Composite examination (Written part + oral part) |
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Recommended literature
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Cowan, P. A., Cowan, C. P., Ablow, J. C., Johnson, V. K., & Measelle, J. The family context of parenting in children´s adaptation to elementary school. New York: Psychology Press, Taylor & Francis Group, 2013.
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Gavora, P. Akí sú moji žiaci?: pedagogická diagnostika žiaka. Nitra: Enigma, 2015.
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Hrabal, V., & Hrabal, V. Diagnostika: Pedagogickopsychologická diagnostika žáka s úvodem do diagnostické aplikace statistiky. Praha: Karolinum, 2004.
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Kasáčová, B., & Cabanová, M. Pedagogická diagnostika v teórii a aplikaciách.. Banská Bystrica: Belanium, 2013.
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Kašpárková, S. Pedagogická diagnostika třídy a žáka. Zlín: Univerzita Tomáše Bati ve Zlíně, 2009.
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Lukášová, H. Kvalita života dětí a didaktika. Praha: Portál, 2010.
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Mertin, V., & Krejčová, L. Metody a postupy poznávání žáka: pedagogická diagnostika. Praha: Wolters Kluwer, 2016.
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Starý, K., & Laufková, V. Formativní hodnocení ve výuce. Praha: Portál, 2016.
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Swierkoszová, J. Pedagogická diagnostika dětského vývoje pro učitele primárního vzdělávání. Ostrava: OU, 2010.
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Zelinková, O. Pedagogická diagnostika a individuální vzdělávací program. Praha: Portál, 2011.
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