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Literatur, Werte und europäische Identität: Brücke zu einem vereinten Europa ; Dokumentation der internationalen Fachtagung der Konrad-Adenauer-Stiftung und der Karls-Universität Prag, 28.11. - 1.12.2002 in Prag
In: Eine Veröffentlichung der Konrad-Adenauer-Stiftung e.V.
World Affairs Online
Die Tschechische Republik und die Europäische Union: Dokumentation des zweiten Treffens der Juristenfakultäten der Eberhard-Karls-Universität Tübingen und der Karls-Universität Prag 2001
In: Tübinger Schriften zum internationalen und europäischen Recht 66
Mensch und Medizin in totalitären und demokratischen Gesellschaften: Beiträge zu einer tschechisch-deutschen Tagung der Universitäten Prag und Düsseldorf
In: Veröffentlichungen zur Kultur und Geschichte im östlichen Europa Bd. 21
Education for human rights and citizenship in Central and Eastern Europe: teaching means, teaching aids and methodology of education
In: Human being and his/her rights 6
Learning Stories ako metóda formatívneho hodnotenia v českom predprimárnom vzdelávaní
In: Studia scientifica Facultatis paedagogicae, Band 21, Heft 5, S. 9-22
In the last decade, formative assessment methods have gained international prominence in pre-primary education. The Learning Stories method is a formative assessment method which was designed specifically for pre-primary education. It was developed in the late 1990s in New Zealand and has been used in Canada, Australia, in the United States and some Western European countries. The aim of the article is to introduce the results of a two-year action research (2019–2021) that focused on the implementation of the Learning Stories method in six Czech pre-schools and the documentation of its impact on teacher's assessment processes and children's learning. The research data indicate that this method is an effective tool that reinforces child-centred approach to assessing children's learning. The method enhanced the teachers´ understanding of the importance of formative assessment, guided them to re-evaluate their concepts of assessing children's development and learning. The method enabled the teachers to have a deeper understanding of children's learning processes and increased participation of children in assessing their own learning.