Current State of Implementing Formative Assessment and its Obstacles in Primary and Lower-Secondary Schools in the Czech Republic

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F21%3A73611234" target="_blank" >RIV/61989592:15410/21:73611234 - isvavai.cz</a>

Výsledek na webu

<a href="https://getlconference.com/wp-content/uploads/2021/09/GETL_Conference_Proceedings_2021.pdf" target="_blank" >https://getlconference.com/wp-content/uploads/2021/09/GETL_Conference_Proceedings_2021.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Current State of Implementing Formative Assessment and its Obstacles in Primary and Lower-Secondary Schools in the Czech Republic

Popis výsledku v původním jazyce

The theoretical study deals with implementation of formative assessment in primary schools and lower secondary schools. The aim of this study is to present the current state of implementation of formative assessment and its obstacles in the educational reality of Czech primary and lower secondary schools. To fulfill this goal, the study has the following sub-goals: - to to characterize formative assessment and its benefits for students - on the basis of previous knowledge to describe the current state of implementation of formative assessment in the Czech Republic - to identify and specify the obstacles affecting the implementation of formative assessment in primary and lower secondary schools in the Czech Republic In this study, the authors rely on previous annual reports or theoretical and case studies conducted by both Czech and foreign authors. The results of the presented study suggest that there are various obstacles which can prevent teachers from conducting formative assessment in the classroom. In this study, the authors chose a method of critical research.

Název v anglickém jazyce

Current State of Implementing Formative Assessment and its Obstacles in Primary and Lower-Secondary Schools in the Czech Republic

Popis výsledku anglicky

The theoretical study deals with implementation of formative assessment in primary schools and lower secondary schools. The aim of this study is to present the current state of implementation of formative assessment and its obstacles in the educational reality of Czech primary and lower secondary schools. To fulfill this goal, the study has the following sub-goals: - to to characterize formative assessment and its benefits for students - on the basis of previous knowledge to describe the current state of implementation of formative assessment in the Czech Republic - to identify and specify the obstacles affecting the implementation of formative assessment in primary and lower secondary schools in the Czech Republic In this study, the authors rely on previous annual reports or theoretical and case studies conducted by both Czech and foreign authors. The results of the presented study suggest that there are various obstacles which can prevent teachers from conducting formative assessment in the classroom. In this study, the authors chose a method of critical research.

Druh

D - Stať ve sborníku

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

Rok uplatnění

2021

Kód důvěrnosti údajů

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

Název statě ve sborníku

Proceedings of 2021

ISBN

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ISSN

2584-4156

e-ISSN

2584-4156

Počet stran výsledku

10

Strana od-do

38-47

Název nakladatele

Institut za inovacije

Místo vydání

Zagreb

Místo konání akce

Zagreb

Datum konání akce

22. 9. 2021

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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