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Dynamická diagnostika a jej stav v Českej republike a na Slovensku

100%
Bielik M.
Československá psychologie (Czechoslovak Psychology)
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2021
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vol. 65
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issue 2
201-214
EN
This review introduces dynamic assessment and its state of the art in the Czech Republic and Slovakia. Mainstream static diagnostics focus on the current state of abilities. Current test performance can be misleading if an individual’s potential is not fully developed. It also does not provide information about the possibilities of effective intervention. The dynamic assessment focuses on the potential for further development. This text describes the essential characteristics of dynamic assessment and its types of use. Provided is a brief historical context of L. S. Vygotsky, who is, with R. Feuerstein, considered to be the founder of the field of dynamic assessment. The survey of the academic texts in the Czech and Slovak language is included. A substantial section introduces methods available in the Czech Republic and Slovakia: Feuerstein’s Learning Propensity Assessment Device (LPAD), Tzuriel’s methods, Lidz’s Application of Cognitive Functioning Scale (ACFS), Fabio’s Test of Intellectual Potential (TIP), and Džuka’s Dynamic Test of Latent Learning Abilities in 6-8-Year-Old Children (DTLUS 6-8). Dynamic assessment is an evolving and perspective field. Nevertheless, its potential is not entirely fulfilled, and it remains at the periphery of practice.
2
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Dynamický test profesijných záujmov (dtpz): efekt intervenčnej časti modifikovaného dtpz na zmenu záujmov

100%
Martončik M.
Psychologie a její kontexty
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2012
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vol. 3
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issue 2
65-73
EN
The paper presents the results of verification of the intervention tool to measure occupational interests based on dynamic diagnostics-based knowledge. Dynamic test of professional interests (DTPI) consists of three parts, pre-test, intervention and post-test section. The pre-test and post-test parts are represented by re-administered questionnaire Structure of general interests. The intervention part consists of six interest workbooks with pictures and descriptions of areas of interest corresponding with the six types of Holland's hexagonal model. The knowledge of feedback were also used at creating of workbooks. The purpose of the workbook is to impact and affect the interests of the people if they are not sufficiently stable, respectively are not formed at all. Research was conducted on a sample of 159 9th grade elementary school students. Results showed that although the tool was redesigned several times from the initial verification, it again affects the interests in only one dimension. This paper presents passed changes of tool and the possibilities of its further development.
3
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A case study of a Hungarian EFL teacher’s assessment practices with her young learners

88%
Hild G.
Studies in Second Language Learning and Teaching
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2017
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vol. 7
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issue 4
695-714
EN
The case study aims to provide insights into how a Hungarian EFL teacher used tests, assessed her young learners and gave feedback to them in the classroom. This qualitative, exploratory study was a follow-up to a large-scale project. In this single-case study, data were collected from an EFL teacher and five of her seventh graders on what tasks she used to assess them and how. The participants were interviewed. For the purpose of triangulation, the students were also audio- and video-recorded while doing four speaking tasks, and two classes were observed. The results revealed that for the teacher with decades of teaching experience there was room for improvement in her knowledge of age-appropriate teaching methodology and that some of her beliefs and practices reflected a lack of understanding how children develop. She had difficulty diagnosing her students’ strengths and weaknesses. The learners were rarely provided with feedback on their performance and language development; therefore, they did not see how much they had progressed. Low achievers had a hard time catching up with their peers; and they lagged further behind. The teacher seemed to be more interested in what her students did not know rather than focusing on what they could do.
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