Postoje učitelů k hodnocení na základní škole
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Date
2025-08-28
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Abstract
Cílem diplomové práce Postoje učitelů k hodnocení je popsat postoje učitelů základních škol k různým metodám hodnocení žáků a přiblížit principy školního hodnocení z pedagogického hlediska. Práce se zaměřuje na různé způsoby hodnocení, jejich přínosy a omezení, a jejich vliv na vzdělávací proces a motivaci žáků. Pozornost je věnována tomu, jak učitelé jednotlivé formy hodnocení vnímají a jaké faktory ovlivňují jejich rozhodování při volbě hodnoticích metod.
Součástí práce jsou rozhovory se čtrnácti učiteli, z nichž sedm působí na prvním stupni a sedm na druhém stupni základní školy. Učitelé se liší aprobací i délkou pedagogické praxe. Sdílí své zkušenosti s různými způsoby hodnocení a reflektují jejich dopady na žáky. Získané poznatky ukazují, jaké metody jsou mezi vybranými učiteli preferovány, s jakými obtížemi se při jejich aplikaci setkávají a jak vnímají jejich efektivitu v praxi. Výstupy této práce mohou přispět k širší debatě o významu školního hodnocení a jeho roli v současném vzdělávacím systému.
The aim of the thesis Teachers' attitudes towards assessment is to describe the attitudes of primary school teachers towards different methods of pupil assessment and to present the principles of school assessment from a pedagogical point of view. The thesis focuses on different methods of assessment, their benefits and limitations, and their impact on the educational process and pupils' motivation. Attention is paid to how teachers perceive the different forms of assessment and what factors influence their decision-making when choosing assessment methods. The thesis includes interviews with fourteen teachers, seven of whom work at the lower primary level and seven at the lower secondary level of basic education. The teachers vary in their credentials and length of teaching experience. They share their experiences of different assessment methods and reflect on their impact on pupils. The findings show which methods are preferred among the selected teachers, what difficulties they encounter in their application and how they perceive their effectiveness in practice. The findings of this work can contribute to the wider debate on the importance of school-based assessment and its role in the current education system.
The aim of the thesis Teachers' attitudes towards assessment is to describe the attitudes of primary school teachers towards different methods of pupil assessment and to present the principles of school assessment from a pedagogical point of view. The thesis focuses on different methods of assessment, their benefits and limitations, and their impact on the educational process and pupils' motivation. Attention is paid to how teachers perceive the different forms of assessment and what factors influence their decision-making when choosing assessment methods. The thesis includes interviews with fourteen teachers, seven of whom work at the lower primary level and seven at the lower secondary level of basic education. The teachers vary in their credentials and length of teaching experience. They share their experiences of different assessment methods and reflect on their impact on pupils. The findings show which methods are preferred among the selected teachers, what difficulties they encounter in their application and how they perceive their effectiveness in practice. The findings of this work can contribute to the wider debate on the importance of school-based assessment and its role in the current education system.
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Školní hodnocení, postoje učitelů, hodnocení žáků, sebehodnocení