Learning Stories as a Formative Assessment Method in Czech Pre-primary Education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F22%3A10470388" target="_blank" >RIV/00216208:11410/22:10470388 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=._t9RRUqF1" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=._t9RRUqF1</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.54937/ssf.2022.21.5.9-22" target="_blank" >10.54937/ssf.2022.21.5.9-22</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Learning Stories as a Formative Assessment Method in Czech Pre-primary Education

Popis výsledku v původním jazyce

In the last decade, formative assessment methods have gained international prominence in pre-primary education. The Learning Stories method is a formative assessment method which was designed specifically for pre-primary education. It was developed in the late 1990s in New Zealand and has been used in Canada, Australia, in the United States and some Western European countries. The aim of the article is to introduce the results of a two-year action research (2019-2021) that focused on the implementation of the Learning Stories method in six Czech pre-schools and the documentation of its impact on teacher&apos;s assessment processes and children&apos;s learning. The research data indicate that this method is an effective tool that reinforces child-centred approach to assessing children&apos;s learning. The method enhanced the teachers&apos; understanding of the importance of formative assessment, guided them to re-evaluate their concepts of assessing children&apos;s development and learning. The method enabled the teachers to have a deeper understanding of children&apos;s learning processes and increased participation of children in assessing their own learning.

Název v anglickém jazyce

Learning Stories as a Formative Assessment Method in Czech Pre-primary Education

Popis výsledku anglicky

In the last decade, formative assessment methods have gained international prominence in pre-primary education. The Learning Stories method is a formative assessment method which was designed specifically for pre-primary education. It was developed in the late 1990s in New Zealand and has been used in Canada, Australia, in the United States and some Western European countries. The aim of the article is to introduce the results of a two-year action research (2019-2021) that focused on the implementation of the Learning Stories method in six Czech pre-schools and the documentation of its impact on teacher&apos;s assessment processes and children&apos;s learning. The research data indicate that this method is an effective tool that reinforces child-centred approach to assessing children&apos;s learning. The method enhanced the teachers&apos; understanding of the importance of formative assessment, guided them to re-evaluate their concepts of assessing children&apos;s development and learning. The method enabled the teachers to have a deeper understanding of children&apos;s learning processes and increased participation of children in assessing their own learning.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Studia Scientifica Facultatis Paedagogicae, Universitas Catholica Ružomberok

ISSN

1336-2232

e-ISSN

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Svazek periodika

21

Číslo periodika v rámci svazku

5

Stát vydavatele periodika

SK - Slovenská republika

Počet stran výsledku

14

Strana od-do

9-22

Kód UT WoS článku

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EID výsledku v databázi Scopus

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