Innovation in the Final Assessment of Student Learning Outcomes (Report Cards): The Process of Change and Its Impacts on School Practice

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F24%3A00140056" target="_blank" >RIV/00216224:14410/24:00140056 - isvavai.cz</a>

Výsledek na webu

<a href="https://journals.phil.muni.cz/studia-paedagogica/article/view/40274/33919" target="_blank" >https://journals.phil.muni.cz/studia-paedagogica/article/view/40274/33919</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5817/SP2024-3-5" target="_blank" >10.5817/SP2024-3-5</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Innovation in the Final Assessment of Student Learning Outcomes (Report Cards): The Process of Change and Its Impacts on School Practice

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Innovation in the Final Assessment of Student Learning Outcomes (Report Cards): The Process of Change and Its Impacts on School Practice

Popis výsledku anglicky

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.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

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

Projekt

<a href="/cs/project/TL05000360" target="_blank" >TL05000360: Vývoj a implementace pilotního designu školního vysvědčení: Inovace závěrečného hodnocení žáků základní školy ve vazbě na komplexní rozvíjející hodnocení.</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2024

Kód důvěrnosti údajů

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

Název periodika

Studia Paedagogica

ISSN

1211-6971

e-ISSN

—

Svazek periodika

29

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

36

Strana od-do

106-141

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-86000280397