EduPort, 2023 (vol. 7), issue 1
Reviewed Papers
RELATION BETWEEN METACOGNITIVE STRATEGIES, SELF-EFFICACY AND ASSESSMENT OF THE SUBJECT CZECH LANGUAGE AND LITERATURE IN PUPILS AT THE SECOND LEVEL OF PRIMARY SCHOOLS
Adéla Milfaiová, Jaroslav Říčan
EduPort 2023, 7(1):9-22 | DOI: 10.21062/edp.2023.002 
The aim of the paper was to analyse the correlations between two self-report questionnaires in the Czech socio-cultural environment and the achievement of the lower secondary school students (N = 227) in the subject Czech Language and Literature. The self-report questionnaires used for the study were MARSI (measuring the use of metacognitive strategies in reading) and RSPS2 (measuring perceptions of reading self-efficacy). The paper responds to the fact that there is a lack of research tools in the Czech environment that would focus on these quite essential concepts for reading. Correlation analysis demonstrates significant relationships between metacognitive...
KNOWLEDGE AND MISCONCEPTIONS OF TEACHERS ABOUT ATTENTION DEFICIT HYPERAKTIVITY DISORDER
Andrea Cibulková, Miroslava Bartoňová
EduPort 2023, 7(1):36-48 | DOI: 10.21062/edp.2023.004
The article presents the results of research on the topic of teachers' knowledge and misconceptions about attention deficit hyperactivity disorder (ADHD). A good knowledge of the issues of this spectrum neurodevelopmental disease, its causes, manifestations, possible therapy, support in the education of these groups of students is one of the prerequisites for the success of students with ADHD in school. The main goal of the research investigation was to find out what the level of knowledge of teachers is about the problem of ADHD and in which areas of the topic of ADHD teachers need the most knowledge support. The partial goal was to identify categories...
Review articles
The development of teachers’ assessment of pupils during primary school
Irena Smetáčková, Petr Pavlík
EduPort 2023, 7(1):1-8 | DOI: 10.21062/edp.2023.001
How teachers perceive and assess students has a key impact on the success of student learning. Teachers' assessments of students can take many forms - grades awarded, explicit perceptions of school success, or more detailed perceptions of school characteristics that may promote the chance of successful mastery of demands. If teacher assessment is consistent across these forms, it can provide better feedback, motivation and accountability for their own learning. However, consistency is also important across time. If assessment varies significantly over time, it may be less comprehensible to pupils. In addition, it may (or may not) be indicative...
CONCEPT MAPPING AS AN ASSESSMENT TOOL OF LEARNERS´EDUCATION RESULTS
Nina Bodoríková
EduPort 2023, 7(1):23-35 | DOI: 10.21062/edp.2023.003
Presented article deals with conceptual mapping as a tool for evaluation of learners' education results. The outputs (concept maps) of 60 second-year higher secondary school students were analysed. The research sample consisted of a total 60 students out of which 30 were from grammar school and 30 from the secondary vocational school in Nitra. Individual concept maps were designed for the history classes (specifically about the First World War theme) within the 2021/2022 school year. The results of the conducted research show that the conceptual mapping method (showing students' mental representations of the selected thematic unit from the history...