Hodnocení žáků z pohledu učitele

Bc. Markéta KOLÁŘOVÁ

Master's thesis

Assessment of pupils from the teacher´s

Abstract:

Diplomova? pra?ce se zaby?va? hodnoceni?m z?a?ku? z pohledu uc?itele. Pra?ce je rozde?lena na dve? c?a?sti. Prvni? je teoreticka? c?a?st, na kterou navazuje empiricka? c?a?st. Ci?lem teoreticke? c?a?sti bylo popsat kli?c?ove? oblasti hodnoceni?. V teoreticke? c?a?sti jsou kapitoly, ktere? se ve?nuji? s?kolni?mu hodnoceni?, historii, funkci?m, forma?m, metoda?m sumativni?ho a formativni?ho hodnoceni?. Strategii 2030 + a hodnoceni?. Posledni? c?a?st teoreticke? c?a?sti se ve?nuje studii?m formativni?ho hodnoceni?, ktere? byly doposud provedeny. Uka?zalo se, z?e v oblasti hodnoceni? je kladem velky? du?raz na formativni? hodnoceni?. V empiricke? c?a?sti byla stanoveny dve? hlavni? vy?zkumne? ota?zky: Jakou roli zasta?va? hodnoceni? ve vy?uce z pohledu uc?itelu?? Jak uc?itele? pracuji? s formativni?m hodnoceni?m?, na ktere? byly hleda?ny odpove?di pomoci? polostrukturovany?ch hloubkovy?ch rozhovoru? s s?esti uc?iteli za?kladni?ch s?kol v Moravskoslezske?m kraji, ktere? se probi?haly osobne? ve s?kolni?m prostr?edi? v odpoledni?ch hodina?ch. Bylo zjis?te?no, z?e uc?itele sta?le prima?rne? hodnoti? zna?mkou, ale snaz?i? se v hodina?ch zapojovat prvky formativni?ho hodnoceni? napr?. slovni? hodnoceni? u?stni? formou, pochvalu c?i zpe?tnou vazbu. Da?le se uka?zalo, z?e hodnoceni? ma? du?lez?itou roli v hodina?ch a plni? prima?rne? motivac?ni? funkci pro z?a?ky. Vy?zkum pr?inesl uz?itec?ne? informace sme?rem k implementaci formativni?ho hodnoceni? vzde?la?vaci? politiky do na?sleduji?ci?ch let.

Abstract:

The diploma thesis focuses on the evaluation of pupils from the teacher perspective. It is structured into two main sections: a theoretical part followed by a practical implementation. The goal of the theoretical section was to describe essential facets of assessment.The theoretical part encompasses chapters dedicated to institutional evaluation, history, functions, forms, methods of summative and summative evaluation. The concluding segment of the theoretical division is dedicated to exploring existing studies on formative assessments. It was found that there is considerable emphasis placed on assessment, particularly with a focus on formative assessment.In the practical part, two main research questions were established: What role does evaluation play in teaching from teachers point of view? How do teachers work with formative evaluations? To which answers were sought using semi- structured in-depth interviews with six elementary teachers in the Moravian-Silesian region. Interviews were conducted personally within school premises during the afternoon. Itwas revealed that while teachers primarily utilised graded evaluation, they endeavor to include elements of formative assessment into their teaching lessons, such as verbal feedback, praise or by constructive feedback. Additionally, it was identified that evaluation plays an important role in classroom dynamics and primarily fulfills amotivational function for pupils. The study provided valuable insights for guiding the implementation of formative evaluation within education policy in the years ahead.

Keywords

uc?itel, s?kolni? hodnoceni?, formativni? hodnoceni?, sumativni? hodnoceni?, funkce, vy?uka, za?kladni? s?kola

Language used: Czech

Date on which the thesis was submitted / produced: 5. 4. 2024

Accessible from:: 31. 12. 2999

Thesis defence

• Supervisor: PhDr. Marek Václavík, Ph.D.

University of Ostrava

Faculty of Science

Master programme / field:
Teaching for Secondary Schools / Teaching for Secondary Schools - Biology - Physical Education