Methodology of pedagogical research and evaluation: 10. Theory and creation of didactic text, proposal of a prototype didactic text Methodological Concept for Effectively Supporting Key Competencies Using the Foreign Language ATCZ62 - CLIL as a Learning Strategy at the College C:\Users\21536\AppData\Local\Temp\7zOCBEF4013\interreg_Rakousko_Ceska_Republika_RGB.jpg https://www.email.cz/download/k/vPwBms0jPnQoTvgo0jFvvGwDhdh9Jlfl9rKdiuyzDRyHOOMId1HvJLvOPRBH2skc4uZ VKBw/image001.png Fachhochschulen Oberösterreich ØDidactic test - a tool for systematically measuring (measuring) learning outcomes (Byčkovský), •Basic classification of tests: -is not a test as a test (eg: what requirements are placed on the admission test or on a test that is part of a final exam); - it is also a question of how they meet the knowledge of tested pre-determined requirements. •B. S. Bloom's Tests: ØCognitive = learning outcomes = almost exclusively used in pedagogy. Practice (it measures what pupils have learned). ØPsychomotor = determine the learning conditions (when accepting pupils at a higher type of school). • • C:\Users\21536\AppData\Local\Temp\7zOCBEF4013\interreg_Rakousko_Ceska_Republika_RGB.jpg https://www.email.cz/download/k/vPwBms0jPnQoTvgo0jFvvGwDhdh9Jlfl9rKdiuyzDRyHOOMId1HvJLvOPRBH2skc4uZ VKBw/image001.png Fachhochschulen Oberösterreich • • •3. ØSpeed test, ØLevel tests = most tests. •Other types of tests: ØPsychological - intelligence, personality. ØPsychomotor - movement abilities. ØDidactic - school performance of the pupil. ØTests are accurate, objective measurements of personal qualities, personality activities and their performance. • • ü C:\Users\21536\AppData\Local\Temp\7zOCBEF4013\interreg_Rakousko_Ceska_Republika_RGB.jpg https://www.email.cz/download/k/vPwBms0jPnQoTvgo0jFvvGwDhdh9Jlfl9rKdiuyzDRyHOOMId1HvJLvOPRBH2skc4uZ VKBw/image001.png Fachhochschulen Oberösterreich 2. üStandardized - professionally prepared, üNon-standardized - teacher, üQuasi-standardized - more perfect than teacher. OTHER TYPES OF TESTS • •Comparative (relative power tests) = performance is compared with the population tested •Verification (absolute performance tests) = the task is to determine to what extent the test fulfills predetermined and known criteria or standards (eg Graduation) •Test of assumptions, input, continuous = formative, output = summative, monothematic (objectively scalable), polytematic (subjectively scoring) C:\Users\21536\AppData\Local\Temp\7zOCBEF4013\interreg_Rakousko_Ceska_Republika_RGB.jpg https://www.email.cz/download/k/vPwBms0jPnQoTvgo0jFvvGwDhdh9Jlfl9rKdiuyzDRyHOOMId1HvJLvOPRBH2skc4uZ VKBw/image001.png Fachhochschulen Oberösterreich • • • • • • C:\Users\21536\AppData\Local\Temp\7zOCBEF4013\interreg_Rakousko_Ceska_Republika_RGB.jpg https://www.email.cz/download/k/vPwBms0jPnQoTvgo0jFvvGwDhdh9Jlfl9rKdiuyzDRyHOOMId1HvJLvOPRBH2skc4uZ VKBw/image001.png Fachhochschulen Oberösterreich • Properties of a good didactic test üValidity - validity; To test what is to be tested, üPracticality, üReliability - reliability; Is composed of 2 components: - solid (knowledge + skills) - accidental (external conditions - condition). ØObjectivity, ØSensitivity Standardization of didactic test ØWill allow the student to rank the pupil according to the number of points achieved in a particular ladder, scale, scale. ØThe term standardized tests refer to tests which are prepared very thoroughly and have more complete equipment. They are professionally prepared, thoroughly tested and their basic properties are known. ØGenerally, there is also a standard (test standard) for evaluating achievements. • • C:\Users\21536\AppData\Local\Temp\7zOCBEF4013\interreg_Rakousko_Ceska_Republika_RGB.jpg https://www.email.cz/download/k/vPwBms0jPnQoTvgo0jFvvGwDhdh9Jlfl9rKdiuyzDRyHOOMId1HvJLvOPRBH2skc4uZ VKBw/image001.png Fachhochschulen Oberösterreich • Validity ØExpresses the degree of adequacy of the interpretation of the test results with respect to the particular test group, ØExpresses peace (eg high, medium, low validity), ØAlways refers to any particular use of the test. Ø 4 types of validity: ØContent - is based on the opinion of competent persons, what is in the curriculum, what is actually taught in lessons; ØCriterion - The measurement result is compared to other generally acknowledged participant data; ØPredictive - the test result is compared with the success of the test participant in those areas where the quality measured by the test is applied; ØFace-validity - a special case of content validity; ØConstructive - Indicates how much the test measures a certain pupil's characteristic (eg, communicativeness). • •Using didactic tests in school practice •2 results of the didactic test: a)information on pupil assessment; b)optimizing its further pedagogical activities. c) ØAssessment of the overall results of the class; ØUsually by average. The number of points achieved or the arithmetic mean. C:\Users\21536\AppData\Local\Temp\7zOCBEF4013\interreg_Rakousko_Ceska_Republika_RGB.jpg https://www.email.cz/download/k/vPwBms0jPnQoTvgo0jFvvGwDhdh9Jlfl9rKdiuyzDRyHOOMId1HvJLvOPRBH2skc4uZ VKBw/image001.png Fachhochschulen Oberösterreich • • • C:\Users\21536\AppData\Local\Temp\7zOCBEF4013\interreg_Rakousko_Ceska_Republika_RGB.jpg https://www.email.cz/download/k/vPwBms0jPnQoTvgo0jFvvGwDhdh9Jlfl9rKdiuyzDRyHOOMId1HvJLvOPRBH2skc4uZ VKBw/image001.png Fachhochschulen Oberösterreich • • Types of test tasks Consist of a battery of tasks: jobs open and closed ØOPEN TASKS: a) broad b) with a brief answer. ØCONCLUDED JOBS: Dichotomic (50% probability), a)Answering tasks (several variants of answers), b)Assigning, c)Ordering. • • • • C:\Users\21536\AppData\Local\Temp\7zOCBEF4013\interreg_Rakousko_Ceska_Republika_RGB.jpg https://www.email.cz/download/k/vPwBms0jPnQoTvgo0jFvvGwDhdh9Jlfl9rKdiuyzDRyHOOMId1HvJLvOPRBH2skc4uZ VKBw/image001.png Fachhochschulen Oberösterreich • Test Procedure §Clarifying the purpose of the test, §What place the test has in the conception of the research under consideration, §Selecting a test, defining its content (the scope of the curriculum we want to test), §Formal breakdown, §Selection, formulation of test tasks, definition of goals, §Specify time to test, difficulty of each task - difficulty index, check test rate ...