Methodology of pedagogical research and evaluation :
 12. Evaluation in a wider, comprehensive sense, self-evaluation.
Methodological Concept for Effectively Supporting Key Competencies Using the Foreign Language
ATCZ62 - CLIL as a Learning Strategy at the College
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•"Evaluation generally means an explanatory analysis of phenomena and activities and the expression
of benefit or value resulting therefrom."
•(A Framework for Evaluating Educational Out-comes in Findland. Helsinki, 1995)
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Evaluation
ØQuestions to Consider:What is the real product of our school system?
ØWhat is the quality of their results?
ØHow can the level of educational processes be assessed?
ØAre educational standards and tests a useful tool for improving quality in education?
ØWhat is the level of educational results achieved in the Czech Republic in comparison with other
advanced countries?

Evaluation
Ø Clarification that the notion of evaluation can not be identified with the evaluation of learning
outcomes only; Has a much wider content.
ØPedagogical evaluation:
•Theoretical Approach: A Concept according to which all phenomena of educational reality can and
must be evaluated in some way.
Methodology: a set of instruments and professional conventions for the application of these
instruments for the purpose of implementing the approach.
Process: a set of activities provided by the institutional and organizational research
infrastructure.
It takes place at different levels of educational practice.
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Subject of pedagogical evaluation
ØAssessment of teaching (learning and teaching) - this field is focused on the identification and
evaluation of the characteristics of the course and the conditions of the educational processes =
evaluation of the teacher's performance
ØAssessment of educational environments - the learning process takes place in a particular physical
situation and in a psychosocial climate
ØEvaluation of educational results - the main part of pedagogical evaluation. It detects, measures
and evaluates the educational outcomes of pupils and other subjects of education

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•Objective techniques - are based on observations = observational techniques.
•Subjective techniques - are based on testimonies of learners about certain of their properties.
•Self-evaluation of teachers - teachers' testimonies about their own teaching activities.
•Self-assessment of pupils - statements by pupils about how they perceive themselves and experience
learning.
•A specific area of evaluation is the evaluation of the quality of higher education.
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Assessment of the level of teaching

•Pedagogical evaluation is a systematic and continuous process that includes:
•• exploring and collecting information from various sources on the educational process, content,
Methods, context and outcomes of educational activity;
• arranging and analyzing this information;
• setting certain criteria (evaluation criteria);
• assessment and evaluation of the analyzed information (according to the established evaluation
Criteria and with regard to pedagogical objectives);
• drawing conclusions and recommendations that will allow for reorientation and, where appropriate,
for improvement
Educational activity.
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The evaluation should be:
ØSystematic, ie. An explicitly defined area and its structure;
ØDone correctly methodically;
ØCarried out on a regular basis;
ØManaged according to predefined criteria;
ØApplicable for decision making and other planning
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Evaluation & Rating
Evaluation:
üBroader term,
      Theory, methodology, practice evaluation of pedagogical phenomena,
üTechnical term.
Rating:
üIn particular in practice,
üIn relation to individual subjects (pupil, teacher).

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Areas of evaluation
ØEducational needs (individuals, groups, institutions, municipalities, countries)
ØEducational programs (curriculum)
ØTextbooks, didactic texts
ØTeaching (learning and teaching) - Course, conditions, school, extra-curricular, teacher's
performance evaluation (efficacy)
ØEducational environment (psychosocial climate, ..)
ØEducational Outcomes (Most Processed Area, Standards - Achieving Goals,
         International Comparative Assessment of Educational Outcomes - TIMSS, PISA, etc.)
ØEducational effects (long-term consequences, less measurable)
ØSchool, educational institutions (including universities)
ØAlternative schools, alternative education (if better)
ØEvaluation based on indicators of the education system (OECD - INES, UNESCO etc. - population
growth, literacy indicators, student numbers, graduates, teachers, education expenses and their
resources, pupil costs)
ØEvaluation of pedagogical sciences and research (the most important topics, focusing on the
necessary topics, quality, citation analysis, core magazines, the most influential publications,
etc.)