Assessment and final reports in foreign language lessons: A case study from a Czech Waldorf school

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F18%3A43899667" target="_blank" >RIV/60076658:12410/18:43899667 - isvavai.cz</a>

Výsledek na webu

<a href="http://acta.bibl.u-szeged.hu/id/eprint/58149" target="_blank" >http://acta.bibl.u-szeged.hu/id/eprint/58149</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.14232/edulingua.2018.1.4" target="_blank" >10.14232/edulingua.2018.1.4</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Assessment and final reports in foreign language lessons: A case study from a Czech Waldorf school

Popis výsledku v původním jazyce

Waldorf schools strive to create learning opportunities for well-rounded growth of the individual through the faculties of thinking, feeling and willing. Assessment, as perceived and practised in these schools, should in the first place be a means of supporting learning and development. Waldorf assessment abstains from grading, is qualitatively oriented, and deals with academic achievements as well the pupils’ artistic, emotional and physical development, both individually and as a group. This illustrative case study examines essential theoretical principles regarding assessment in Waldorf pedagogy and how these are practically implemented in a Czech elementary Waldorf school. Its empirical aim is to explore final reports from English as a foreign language in primary and lower-middle school and study how they reflect and respect the essential theoretical principles regarding assessment at Waldorf schools.

Název v anglickém jazyce

Assessment and final reports in foreign language lessons: A case study from a Czech Waldorf school

Popis výsledku anglicky

Waldorf schools strive to create learning opportunities for well-rounded growth of the individual through the faculties of thinking, feeling and willing. Assessment, as perceived and practised in these schools, should in the first place be a means of supporting learning and development. Waldorf assessment abstains from grading, is qualitatively oriented, and deals with academic achievements as well the pupils’ artistic, emotional and physical development, both individually and as a group. This illustrative case study examines essential theoretical principles regarding assessment in Waldorf pedagogy and how these are practically implemented in a Czech elementary Waldorf school. Its empirical aim is to explore final reports from English as a foreign language in primary and lower-middle school and study how they reflect and respect the essential theoretical principles regarding assessment at Waldorf schools.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2018

Kód důvěrnosti údajů

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

Název periodika

EduLingua

ISSN

2415-945X

e-ISSN

—

Svazek periodika

4

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

HU - Maďarsko

Počet stran výsledku

15

Strana od-do

35-49

Kód UT WoS článku

—

EID výsledku v databázi Scopus

—