Název: Innovation in the final assessment of student learning outcomes (report cards) : the process of change and its impacts on school practice
Zdrojový dokument: Studia paedagogica. 2024, roč. 29, č. 3, s. [106]-141
Rozsah
[106]-141
-
ISSN2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2024-3-5
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/digilib.81367
Type: Článek
Jazyk
Licence: Neurčená licence
Přístupová práva
otevřený přístup
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
In this paper, we examine the development of a change process in implementing a new approach to the final assessment of student learning outcomes (report cards) in the Czech Republic. The study investigates the development and impacts of the implementation process in primary and lower secondary school. The qualitative research investigation, conducted through repeated interviews with 23 teachers and school leadership, showed that after a year and a half of working with the innovative report card, it had been accepted by teachers in primary school and had significantly influenced the culture of teaching and learning. There was a gradual transformation of the student assessment and self-assessment system and a more profound interconnection between formative and summative assessment. For now, lower secondary school teachers have rejected the innovative report card, although the culture of teaching and learning has been positively influenced.
Note
The research was supported by the project Technology Agency of the Czech Republic Development and Implementation of a Pilot Design of Report Card: Innovation of Final Assessment of Primary and Lower Secondary School Students in Connection with Comprehensive Developmental Assessment (TL05000360).
Reference
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[3] Avidov-Ungar, O., & Eshet-Alkakay, Y. (2011). Teachers in a world of change: Teachers' knowledge and attitudes towards the implementation of innovative technologies in schools. Interdisciplinary Journal of E-Learning and Learning Objects, 7, 291–303. https://doi.org/10.28945/1525 | DOI 10.28945/1525
[4] Bartošová, J., & Fryč, J. (2011). Vysvědčení jako součást dějin školství: od 18. století po současnost. National Pedagogical Museum and Library of J. A. Comenius.
[5] Bentley, T. (2010). Innovation and diffusion as a theory of change. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), Second International Handbook of Educational Change (pp. 29–46). Springer.
[6] Berkovich, I. (2011). No we won't! Teachers' resistance to educational reform. Journal of Educational Administration, 49(5), 563–578. https://doi.org/10.1108/09578231111159548 | DOI 10.1108/09578231111159548
[7] Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. NFER-Nelson.
[8] Creswell, J. W., & Poth, Ch. N. (2018). Qualitative inquiry & research design: Choosing among five approaches. SAGE Publications, Inc.
[9] Daft, R. L. (1989). Organization theory and design. West Publishing Company.
[10] Decree No. 3/2015 Coll., Decree on Specific Educational Documents (2015). https://www.aspi.cz/products/lawText/1/83287/1/2
[11] Decree No. 48/2005 Coll., Decree on Primary Education and Certain Requirements for Fulfilling Compulsory School Attendance (2005). https://www.aspi.cz/products/lawText/1/59591/1/2
[12] Donnelly, J. H. jr., Geibson. J., & Ivancevich. J. M. (1997). Management. Grada.
[13] Earl, L. M. (2003). Assessment as learning: Using classroom assessment to maximize student learning. Corwin Press.
[14] European Commission. (2024, 7th October). Eurydice – Czechia. Eurydice. https://eurydice.eacea.ec.europa.eu/national-education-systems/czechia/overview
[15] Federičová, M. (2019). Dopady známek na vysvědčení na životní rozhodnutí žáků. Economics Institute of the Czech Academy of Sciences.
[16] Fryč, J., Matušková, Z., Katzová, P., Kovář, K., Beran, J., Valachová, I., Seifert, L., Běťáková, M., Hrdlička, F., & et al. (2020). Strategie vzdělávací politiky České republiky do roku 2030+. Ministry of Education, Youth and Sports.
[17] Fullan, M. G. (2007). The new meaning of educational change. Routledge.
[18] Fullan, M., & Hargreaves, A. (1992). Teacher development and educational change. In M. Fullan & A. Hargreaves (Eds.), Teacher development and educational change (pp.1–9). Routledge.
[19] Fullan, M. G., & Miles, M. B. (1992). Getting reform right: What works and what doesn't. Phi Delta Kappan, 73(10), 745–752.
[20] Goldenberg, C. N. (2004). Successful school change: Creating settings to improve teaching and learning. Teachers College Press.
[21] Grombířová, J. (2023). Reakce učitelů, žáků a rodičů na změnu závěrečného hodnocení – případová studie. [Diplomová práce, Masarykova univerzita]. Archiv závěrečných prací MUNI. https://is.muni.cz/th/od2o2
[22] Guskey, T. R. (1985). Staff development and teacher change. Educational leadership, 42(7), 57–60.
[23] Guskey, T. R. (2011). Five obstacles to grading form. Effective Grading Practices, 69(3), 16–21.
[24] Guskey, T. R., & Bailey, J. M. (2001). Developing grading and reporting systems for student learning. Corwin Press.
[25] Ham, M., & Dekkers, J. (2019). What role do teachers' beliefs play in the implementation of educational reform?: Nepali teachers' voice. Teaching and Teacher Education, 86, 102917. https://doi.org/10.1016/j.tate.2019.102917 | DOI 10.1016/j.tate.2019.102917
[26] Haney, J. J., Lumpe, A. T., Czerniak, C. M., & Egan, V. (2002). From beliefs to actions: The beliefs and actions of teachers implementing change. Journal of Science Teacher Education, 13(3), 171–187. https://doi.org/10.1023/A:1016565016116 | DOI 10.1023/a:1016565016116
[27] Hutchinson, C., & Young, M. (2011). Assessment for learning in the accountability era: Empirical evidence from Scotland. Studies in Educational Evaluation, 37(1), 62–70. https://doi.org/10.1016/j.stueduc.2011.03.007 | DOI 10.1016/j.stueduc.2011.03.007
[28] Jones, A., & Moreland, J. (2005). The importance of pedagogical content knowledge in assessment for learning practices: A case-study of a whole-school approach. Curriculum Journal, 16(2), 193–206. https://doi.org/10.1080/09585170500136044 | DOI 10.1080/09585170500136044
[29] Klement, L. (2019). Evropské školy jako inspirativní model vzdělávání evropského občana v 21. století se zaměřením na první stupeň ZŠ [Disertační práce]. Centrum profesních studií.
[30] Kotter, J. P. (2009). Vědomí naléhavosti: první a nejdůležitější krok realizace změny. Management Press.
[31] Kotter, J. P. (2015). Vedení procesu změny. Management Press.
[32] Kratochvílová, J. (2011). Systém hodnocení a sebehodnocení žáků, zkušenosti z České republiky i Evropských škol. MSD.
[33] Kratochvílová, J. (2012). Aktivní spoluúčast žáka při hodnocení – zdroj inspirace rozvoje osobnosti žáka a pokládání základů zodpovědnosti za kvalitu svého života. In H. Lukášová (Ed.), Proměny pojetí vzdělávání a školního hodnocení (s. 151–180). Asociace waldorfských škol ČR.
[34] Kratochvílová, J. (2013). Inkluzivní vzdělávání v české primární škole: teorie, praxe, výzkum. Masaryk University.
[35] Kratochvílová, J. (2015a). Pupil assessment within the context of inclusive education in primary schools. In International multidisciplinary scientific conference on social sciences snd arts SGEM 2015 (pp. 773–780). STEF92 Technology.
[36] Kratochvílová, J. (2015b). Pupil self-assessment and assessment of the teacher–two closely related processes. Przegląd Pedagogiczny, 1, 19–29. https://doi.org/10.34767/PP.2015.01.02
[37] Kratochvílová, J., Spurná, M., & Bařina Barochová, E. (2024). Souhrnná výzkumná z práva. Masaryk University. https://vysvedcenijinak.ped.muni.cz/media/3618480/tacr-odborna-zprava-fin-2512024.pdf
[38] Laufková, V., & Novotná, K. (2018). Školní hodnocení z pohledu žáků. Orbis scholae, 8(1), 111–127. https://doi.org/10.14712/23363177.2015.8 | DOI 10.14712/23363177.2015.8
[39] Law No. 561/2004 Coll., the Education Act, regulates preschool, primary, secondary, higher vocational, and other types of education in the Czech Republic (2004). https://www.aspi.cz/products/lawText/1/58471/1/2
[40] Lazarová, B. (2005a). Osobnost učitele a rezistence vůči změně. Studia paedagogica, 53(10), 109–122.
[41] Lazarová, B. (2005b). Psychologické aspekty profesionálního rozvoje učitelů: rezistence vůči změně. Pedagogika, 55(2), 102–118.
[42] Lebak, K. (2015). Unpacking the complex relationship between beliefs, practice, and change related to inquiry-based instruction of one science teacher. Journal of Science Teacher Education, 26(8), 695–713. https://doi.org/10.1007/s10972-015-9445-0 | DOI 10.1007/s10972-015-9445-0
[43] Lunenburg, F. C. (2010). Forces for and resistance to organizational change. National Forum of Educational Administration and Supervision Journal, 27(4), 1–10.
[44] Mareš, J. (2015). Tvorba případových studií pro výzkumné účely. Pedagogika, 65(2), 113–142.
[45] Mareš, J. (2018). Odpor učitelů vůči změnám ve škole a ve školství. Pedagogika, 68(2), 173–200.https://doi.org/10.14712/23362189.2018.1090 | DOI 10.14712/23362189.2018.1090
[46] Maskit, D. (2011). Teachers' attitudes toward pedagogical changes during various stages of professional development. Teaching and Teacher Education, 27(5), 851–860. https://doi.org/10.1016/j.tate.2011.01.009 | DOI 10.1016/j.tate.2011.01.009
[47] Maxwell, J. A. (2013). Qualitative research design: An interactive approach. Sage Publications.
[48] Merriam, S. B. (2009). Qualitative research: A guide to design and imlementation. Jossey-Bass.
[49] Ministry of Education, Youth and Sports. (2014). Strategie vzdělávací politiky České republiky do roku 2020. Ministry of Education, Youth and Sports.
[50] Ministry of Education, Youth and Sports. (2023). Rámcový vzdělávací program pro základní vzdělávání. Ministry of Education, Youth and Sports.
[51] MUNI PED. (2024). Vysvědčení jinak: ukázka šablony finální verze. Masaryk Univesity. https://vysvedcenijinak.ped.muni.cz/ukazka-vysvedceni
[52] Münich, D., & Protivínský, T. (2018). Co skrývají známky na vysvědčení? Economics Institute of the Czech Academy of Sciences.
[53] Münich, D., & Protivínský, T. (2022). Rozdíly v přísnosti známkování žáků a dopady na vzdělanostní aspirace. Národohospodářský ústav AV ČR, v.v.i.
[54] Nitko, A. J., & Brookhart, S. M. (2014). Educational assessment of students. Harlow.
[55] National Pedagogical Institute. (2024). Revize RVP základního vzdělávání. National Pedagogical Institute. https://velke-revize-zv.rvp.cz/
[56] Pol, M., Hloušková, L., Lazarová, B., Novotný, P., & Sedláček, M. (2013). Když se školy učí. Masaryk University.
[57] Pollard, A., Black-Hawkins, K., Cliff-Hodges, G., Dudley, P., & James, M. (2014). Reflectiveteaching in schools: Evidence-informed professional practice. Bloomsbury Publishing.
[58] Průcha, J. (2002). Učitel: současné poznatky o profesi. Portál.
[59] Richards, J. C., Gallo, P. B., & Renandya, W. A. (2001). Exploring teachers' beliefs and the processes of change. PAC Journal, 1(1), 41–58.
[60] Roehrig, G. H., & Kruse, R. A. (2005). The role of teachers' beliefs and knowledge in the adoption of a reformbased curriculum. School Science and Mathematics, 105(8), 412–422. https://doi.org/10.1111/j.1949-8594.2005.tb18061.x | DOI 10.1111/j.1949-8594.2005.tb18061.x
[61] Rogers, M. E. (1983). Diffusion of innovations. Macmillan Publishing.
[62] Santiago, P., Donaldson, G., & Herman, J. (2012). OECD reviews of evaluation and assessment in education. OECD. https://www.oecd-ilibrary.org/docserver/9789264116788-en.