Vývoj přístupů ke školnímu hodnocení v českých zemích: kontinuita, či diskontinuita?
| Authors | |
|---|---|
| Year of publication | 2025 |
| Type | Article in Periodical |
| Magazine / Source | PEDAGOGIKA |
| MU Faculty or unit | |
| Citation | |
| web | https://ojs.cuni.cz/pedagogika/issue/view/400 |
| Keywords | school assessment; summative and formative assessment; report cards; transformation education; innovation |
| Description | This historically focused study reflects on the development of approaches to school assessment of pupils in the Czech lands from the end of the 18th century to the present day, from the perspective of theory, educational policy and practical experiments by primary and secondary school teachers. It also focuses on the role played in this issue in the 1990s by professional associations and societies, in particular PAU (Friends of Engaged Learning) and NEMES (Independent Interdisciplinary Group for School Reform). The core of the study is a comparison of two significant periods associated with efforts to change assessment in our country: the 1990s versus the last decade. The study also reflects the requirements for the concept of final summative assessment – school reports in primary schools in both defined periods – and culminates in the presentation of an innovation in school reports, which is the result of three years of development by academics and practitioners. The study outlines the relationship between formative assessment and the JINAK report card and issues related to its legislative anchoring. In conclusion, it reflects on a range of possible reasons why the Czech education system has still not managed to implement a new method of student assessment on a wider scale. It presents the key conditions for the successful implementation of innovation in the form of a change in the overall culture of student assessment. |