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Lecturer(s)
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Říčan Jaroslav, doc. Mgr. Ph.D.
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Course content
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1. Historical context and the origin of didactic testing. Ties to the process of education, and the current state of evaluation of study results in the Czech Republic and worldwide. 2. Didactic and psychological testing, types of measurement, types of didactic testing, speed and power tests. Criteria for didactic testing evaluation. 3. Positives and negatives of didactic testing (related to the oral examination). The properties of didactic testing: validity, reliability, test domain, practicality, and test objectivity. Types of validity and ways of their detection. 4. Unwanted source of subjectivity in evaluation (preferential attitudes) 5. Creation of a didactic test, test planning, taxonomy of cognitive goas and their application in test creation. 6. Determination of the number and type of test exercises based on the scale and content of a curriculum. Test construction. 7. Test exercises design, specification of test exercises 8. Practical creation of various types of test exercises 9. Forms of evaluation 10. Verification and adjustment of test exercises, test optimization. A calculation of test exercises and test characteristics. 11. Statistical processing of experimental data from research in education. Sensitivity and test difficulty. Possible manners of analysis of non-standardized responses. Determination of an error in measurement. 12. Standardized didactic tests, test reliability calculation 13. Diagnostic analysis of test results, classification of test results 14. Basic methods of didactic testing standardization. Transfer of gross scores of a test to a classification level. Types of distribution.
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Learning activities and teaching methods
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unspecified
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Learning outcomes
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This subject is designated for the students in study programmes focused on a teacher preparation. It is focused on the presentation of the basic knowledge regarding the didactic testing. Special attention is dedicated to planning, creation, evaluation, and optimization of didactic tests. Possibilities and limits of using the didactic tests in education in praxis are discussed thoroughly.
Students define didactic testing and define the individual types; describe the most important properties of didactic tests; classify the individual types of test items, and state the possibilities of their use and the way to score them. Students are also able to identify the mistakes in the test item construction, and are able to propose solutions to fix them. The student is competent to determine the difficulty and the sensitivity of individual test items; define individual steps of the preparation for the realization and evaluation of didactic testing; and describe the manner of their standardization. A student is able to prepare a high quality didactic test, use it in praxis, and adequately asses the level of precision of tuition results measurement by using the specific test. Students are able to use the results of didactic testing adequately as a part of the feedback and evaluation process in tuition.
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Prerequisites
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none
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Assessment methods and criteria
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unspecified
According to the teacher's instructions
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Recommended literature
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BYČKOVSKÝ, P. Základy měření výsledků výuky. Tvorba didaktického testu. Praha, ČVUT,. 1982.
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HODAŇOVÁ, J. Didaktické testy, jejich tvorba a interpretace testových výsledků.. Olomouc: Univerzita Palackého, 2003.
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CHRÁSKA, M. Didaktické testy: příručka pro učitele a studenty učitelství. Brno: Paido, 1999. ISBN 80-85931-68-0.
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CHRÁSKA, M. Didaktické testy v práci učitele.. Olomouc: KPÚ, 1989.
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CHRÁSKA, M. Didaktické testy ve školní praxi.. Brno: Paido, 2002.
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CHRÁSKA, M. Základy výzkumu v pedagogice.. Olomouc: PF UP, 1993.
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KOMENDA, S. Tvorba a testování testu. Olomouc, PF UP,. 1995.
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MILLER, I. Edukometrie. [online] Dostupné na www: www.miller.wz.cz (MILLER, I.).
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VEČEŘOVÁ, Z. Jazykové didaktické testy a možnosti jejich statistického zpracování.. Olomouc: Univerzita Palackého, 2001.
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