{"id":1336,"date":"2013-01-06T11:32:53","date_gmt":"2013-01-06T11:32:53","guid":{"rendered":"http:\/\/userweb.pedf.cuni.cz\/wp\/kssp\/?page_id=1336"},"modified":"2013-01-06T11:32:53","modified_gmt":"2013-01-06T11:32:53","slug":"phdr-rndr-hana-vonkova-ph-d-et-ph-d-temata-disertaci","status":"publish","type":"page","link":"https:\/\/pages.pedf.cuni.cz\/kpg\/phdr-rndr-hana-vonkova-ph-d-et-ph-d-temata-disertaci\/","title":{"rendered":"PhDr. RNDr. Hana Vo\u0148kov\u00e1, Ph.D. et Ph.D.: T\u00e9mata disertac\u00ed"},"content":{"rendered":"

1. Po\u010d\u00edta\u010dov\u00e9 adaptivn\u00ed testov\u00e1n\u00ed (Computerized adaptive testing, CAT)<\/strong><\/h4>\n

M\u00edsto toho, abychom d\u00e1vali v\u0161em testovan\u00fdm osob\u00e1m stejn\u00fd test, CAT p\u0159izp\u016fsobuje v\u00fdb\u011br ot\u00e1zek v testu schopnosti (ability) ka\u017ed\u00e9ho testovan\u00e9ho. Po ka\u017ed\u00e9 odpov\u011bdi na ot\u00e1zku se ka\u017ed\u00e9mu testovan\u00e9mu p\u0159epo\u010d\u00edt\u00e1 (updatuje) jeho parametr schopnosti a n\u00e1sledn\u00e1 ot\u00e1zka je optim\u00e1ln\u011b volena dle jeho schopnosti s c\u00edlem zlep\u0161it optimalitu nov\u00e9ho odhadu. Pokud m\u00e1 nap\u0159. testovan\u00e1 osoba vysok\u00fd parametr schopnosti, budou pro ni v n\u011bkolik prvn\u00edch kroc\u00edch vyb\u00edr\u00e1ny ot\u00e1zky s rostouc\u00ed obt\u00ed\u017enost\u00ed. V\u00fdb\u011br ot\u00e1zek s rostouc\u00ed obt\u00ed\u017enost\u00ed se zastav\u00ed ve chv\u00edli, kdy za\u010dne testovan\u00e1 osoba systematicky chybovat. Analogicky toto plat\u00ed i pro testovan\u00e9 osoby s n\u00edzk\u00fdm parametrem obt\u00ed\u017enosti.<\/p>\n

C\u00edlem disera\u010dn\u00ed pr\u00e1ci v t\u00e9to oblasti je aplikace CAT v rozs\u00e1hl\u00fdch v\u00fdzkumech vyu\u017e\u00edvaj\u00edc\u00ed testov\u00e1n\u00ed a to bu\u010f s vyu\u017eit\u00edm existuj\u00edc\u00edch softwar\u016f \u010di vlastn\u00edho vyvinut\u00e9ho softwaru.<\/p>\n

Pozn\u00e1mka:<\/em> Vhodn\u00e9 pro matematicky zam\u011b\u0159en\u00e9 studenty se z\u00e1jmem o pedagogick\u00e9 a psychologick\u00e9 testov\u00e1n\u00ed, tj. absolventy pedagogick\u00e9 fakulty s oborem matematika a absolventy matematicko-fyzik\u00e1ln\u00ed fakulty \u010di jin\u00fdch fakult a technicky zam\u011b\u0159en\u00fdch vysok\u00fdch \u0161kol se z\u00e1jmem o pedagogick\u00e9 testov\u00e1n\u00ed.<\/p>\n

2. Vyu\u017eit\u00ed metody ukotvuj\u00edc\u00edch vin\u011bt v pedagogice a p\u0159\u00edbuzn\u00fdch soci\u00e1ln\u00edch v\u011bd\u00e1ch<\/strong><\/h4>\n

Ve v\u00fdzkumn\u00fdch \u0161et\u0159en\u00edch se \u010dasto vyu\u017e\u00edvaj\u00ed sebehodnot\u00edc\u00ed ot\u00e1zky. P\u0159\u00edkladem m\u016f\u017ee b\u00fdt ot\u00e1zka Jak byste zhodnotili sv\u00e9 zdrav\u00ed? s p\u011btibodovou \u0161k\u00e1lou od nedostate\u010dn\u00e9 a\u017e po vynikaj\u00edc\u00ed. Mezi jednu z hlavn\u00edch p\u0159ednost\u00ed t\u011bchto ot\u00e1zek pat\u0159\u00ed n\u00edzk\u00e9 n\u00e1klady (oproti objektivn\u00edmu m\u011b\u0159en\u00ed nap\u0159. zdravotn\u00edho stavu). P\u0159\u00edm\u00e9 porovn\u00e1n\u00ed zem\u00ed \u010di r\u016fzn\u00fdch soci\u00e1ln\u00edch skupin na z\u00e1klad\u011b odpov\u011bd\u00ed na tyto ot\u00e1zky v\u0161ak m\u016f\u017ee v\u00e9st k chybn\u00e9mu z\u00e1v\u011bru o objektivn\u00edm stavu respondent\u016f. D\u016fvodem m\u016f\u017ee b\u00fdt, \u017ee respondenti z odli\u0161n\u00fdch skupin vyu\u017e\u00edvaj\u00ed dostupnou \u0161k\u00e1lu odpov\u011bd\u00ed odli\u0161n\u00fdm zp\u016fsobem, nap\u0159. Ameri\u010dan\u00e9 mohou \u010dast\u011bji hodnotit situace jako \u201cvynikaj\u00edc\u00ed\u201d ve srovn\u00e1n\u00ed s jin\u00fdmi n\u00e1rody. Metoda ukotvuj\u00edc\u00edch vin\u011bt \u0159e\u0161\u00ed tento probl\u00e9m tak, \u017ee nech\u00e1v\u00e1 respondenty vedle vlastn\u00ed situace hodnotit i hypotetick\u00e9 situace jin\u00fdch lid\u00ed (ukotvuj\u00edc\u00ed vin\u011bty). Vzhledem k tomu, \u017ee v\u0161ichni respondenti hodnot\u00ed jednu a tut\u00e9\u017e hypotetickou situaci, m\u016f\u017ee b\u00fdt rozd\u00edlnost v jejich\u00a0 hodnocen\u00ed t\u011bchto situac\u00ed interpretov\u00e1na jako rozd\u00edlnost v jejich vyu\u017e\u00edv\u00e1n\u00ed \u0161k\u00e1ly. To je pak vyu\u017eito pro korekci (ukotven\u00ed) jejich sebehodnocen\u00ed.<\/p>\n

C\u00edlem diserta\u010dn\u00ed pr\u00e1ce v t\u00e9to oblasti je aplikace t\u00e9to metody p\u0159i m\u011b\u0159en\u00ed zdravotn\u00edch charakteristik d\u011bt\u00ed jako jsou nap\u0159. probl\u00e9my se sp\u00e1nkem, pocity smutku, celkov\u00e1 spokojenost se zdrav\u00edm (a p\u0159\u00edpadn\u011b se \u017eivotem). Dal\u0161\u00edmi zaj\u00edmav\u00fdmi aplikacemi mohou b\u00fdt m\u011b\u0159en\u00ed k\u00e1zn\u011b d\u011bt\u00ed na \u0161kol\u00e1ch a \u00farove\u0148 znalosti ciz\u00edho jazyka.<\/p>\n

3. Vyu\u017eit\u00ed experiment\u00e1ln\u00edch v\u00fdzkum\u016f v pedagogice<\/strong><\/h4>\n

Experiment\u00e1ln\u00ed v\u00fdzkum je pova\u017eov\u00e1n za jeden z nejlep\u0161\u00edch typ\u016f v\u00fdzkum\u016f pro zalo\u017een\u00ed p\u0159\u00ed\u010dinn\u00e9ho vztahu mezi prom\u011bnn\u00fdmi. P\u0159i experiment\u00e1ln\u00edm v\u00fdzkumu m\u011bn\u00ed v\u00fdzkumn\u00edk jednou \u010di v\u00edce nez\u00e1visl\u00fdmi prom\u011bnn\u00fdmi, kontroluje dal\u0161\u00ed relevantn\u00ed prom\u011bnn\u00e9 a sleduje efekt prom\u011bnlivost nez\u00e1visl\u00fdch prom\u011bnn\u00fdch na z\u00e1vislou prom\u011bnnou. Existuje velk\u00e9 mno\u017estv\u00ed design\u016f, kter\u00e9 se od sebe li\u0161\u00ed nap\u0159. v po\u010dtu experiment\u00e1ln\u00edch a kontroln\u00edch skupin, v\u00fdb\u011bru jedinc\u016f do jednotliv\u00fdch skupin a po\u010dtem pretest\u016f (m\u011b\u0159en\u00ed p\u0159ed zaveden\u00edm o\u0161et\u0159en\u00ed, zm\u011bny \u00farovn\u011b nez\u00e1visle prom\u011bnn\u00e9), aplikovan\u00fdch o\u0161et\u0159en\u00ed a postest\u016f. Z t\u00e9to odli\u0161nosti design\u016f pak vypl\u00fdvaj\u00ed i mo\u017enosti eliminace hrozeb vnit\u0159n\u00ed a vn\u011bj\u0161\u00ed validity designu jako je p\u0159irozen\u00fd v\u00fdvoj jedinc\u016f, instrumentace, regrese, interakce pretestu a o\u0161et\u0159en\u00ed apod.<\/p>\n

V \u010desk\u00e9m prost\u0159ed\u00ed nen\u00ed tento v\u00fdzkumn\u00fd prost\u0159edek v pedagogice prozat\u00edm dostate\u010dn\u011b vyu\u017e\u00edv\u00e1n.<\/p>\n

C\u00edlem diserta\u010dn\u00ed pr\u00e1ce v t\u00e9to oblasti je aplikace t\u00e9to metody p\u0159i m\u011b\u0159en\u00ed efektu r\u016fzn\u00fdch v\u00fdukov\u00fdch metod, organiza\u010dn\u00edch forem v\u00fduky na v\u00fdsledky \u017e\u00e1k\u016f m\u011b\u0159en\u00e9 nap\u0159. didaktick\u00fdmi testy. Dal\u0161\u00ed aplikac\u00ed m\u016f\u017ee b\u00fdt i m\u011b\u0159en\u00ed efektu r\u016fzn\u00fdch v\u00fdukov\u00fdch program\u016f na utv\u00e1\u0159en\u00ed postoj\u016f \u017e\u00e1k\u016f m\u011b\u0159en\u00fdmi nap\u0159. dotazn\u00edkem.
\n<\/strong><\/p>\n

4. Efektivita program\u016f prim\u00e1rn\u00ed prevence na \u017e\u00e1ky z\u00e1kladn\u00edch \u0161kol<\/strong><\/h4>\n

U\u017e\u00edv\u00e1n\u00ed n\u00e1vykov\u00fdch l\u00e1tek u adolescent\u016f je nejen v \u010cesk\u00e9 republice v\u00e1\u017en\u00fdm probl\u00e9mem. Nap\u0159. u u\u017e\u00edv\u00e1n\u00ed marihuany je prevalence nejen vysok\u00e1 (prevalence u\u017e\u00edv\u00e1n\u00ed v posledn\u00edm m\u011bs\u00edci je nap\u0159. dle ESPAD 2007 pro evropsk\u00e9 zem\u011b 1% a\u017e 18%), ale tak\u00e9 vykazuje rostouc\u00ed tendenci (prevalence b\u011bhem cel\u00e9ho \u017eivota v populaci 16-let\u00fdch vzrostla z 22% v 1995 na 45% v 2007). Programy prim\u00e1rn\u00ed prevence na \u0161kol\u00e1ch maj\u00ed tomuto trendu zabr\u00e1nit. Ot\u00e1zkou v\u0161ak je, jak velk\u00fd a signifikantn\u00ed efekt maj\u00ed tyto programy na redukci u\u017e\u00edv\u00e1n\u00ed n\u00e1vykov\u00fdch l\u00e1tek u d\u011bt\u00ed s r\u016fznou kombinac\u00ed rizikov\u00fdch faktor\u016f.<\/p>\n

C\u00edlem diserta\u010dn\u00ed pr\u00e1ce v t\u00e9to oblasti je aplikace kvantitativn\u00edch metod a statistick\u00fdch model\u016f pro zji\u0161t\u011bn\u00ed efektivity programu prim\u00e1rn\u00ed prevence Unplugged u d\u011bt\u00ed s r\u016fznou kombinac\u00ed rizikov\u00fdch faktor\u016f.<\/p>\n

5. M\u011b\u0159en\u00ed subjektivn\u00ed du\u0161evn\u00ed pohody (subjective well-being) u\u010ditel\u016f<\/strong><\/h4>\n

Subjektivn\u00ed du\u0161evn\u00ed pohoda (subjective well-being, SWB) odkazuje na to, jak lid\u00e9 vn\u00edmaj\u00ed kvalitu sv\u00e9ho \u017eivota. M\u011b\u0159en\u00ed SWB se t\u00fdk\u00e1 jednak kognitivn\u00edho zhodnocen\u00ed spokojenosti se sv\u00fdm \u017eivotem a jeho \u010d\u00e1stmi (evaluative well-being measures) a jednak m\u011b\u0159en\u00ed pozitivn\u00edch a negativn\u00edch pocit\u016f (experience well-being measures). Pro m\u011b\u0159en\u00ed evaluative well-being se v rozs\u00e1hl\u00fdch v\u00fdzkumn\u00fdch \u0161et\u0159en\u00edch pou\u017e\u00edvaj\u00ed Gallup Well-being index (dotazn\u00edkov\u00e9 polo\u017eky vztahuj\u00edc\u00ed se k zhodnocen\u00ed kvality \u017eivota v sou\u010dasn\u00e9 dob\u011b, p\u0159ed p\u011bti lety a za p\u011bt let), Diener’s life satisfaction (dotazn\u00edkov\u00e9 polo\u017eky k vyj\u00e1d\u0159en\u00ed m\u00edry souhlasu s \u017eivotn\u00edmi podm\u00ednkami, vykon\u00e1n\u00edm d\u016fle\u017eit\u00fdch \u017eivotn\u00edch z\u00e1le\u017eitost\u00ed apod., u\u017e\u00edvan\u00e9 v HRS\/ELSA) , SHARE polo\u017eka o vyj\u00e1d\u0159en\u00ed m\u00edry spokojenosti se \u017eivotem a ONS – ELSA polo\u017eky k \u017eivotn\u00ed spokojenosti a \u0161t\u011bst\u00ed. Pro m\u011b\u0159en\u00ed experience well-being se pou\u017e\u00edvaj\u00ed se dotazn\u00edky Gallup Well-being, HWB-12 a ELSA. V\u0161echny se t\u00fdkaj\u00ed m\u011b\u0159en\u00ed vlastn\u00edch negativn\u00edch a pozitivn\u00edch pocit\u016f vzta\u017een\u00fdch k p\u0159edchoz\u00edmu dnu (nap\u0159. C\u00edtil jsi se v\u010dera na\u0161tvan\u00fd? Entuziastick\u00fd? Smutn\u00fd? apod.) V p\u0159\u00edpad\u011b ELSA m\u011b\u0159en\u00ed se hodnocen\u00ed jednotliv\u00fdch pocit\u016f vztahuje k jednotliv\u00fdm \u010d\u00e1stem dne jako je nap\u0159. pr\u00e1ce, cestov\u00e1n\u00ed do pr\u00e1ce a z pr\u00e1ce, \u010das str\u00e1ven\u00fd s rodinou a p\u0159\u00e1teli a odpoledn\u00ed volno\u010dasov\u00e9 aktivity.<\/p>\n

C\u00edlem diserta\u010dn\u00ed pr\u00e1ce je vyu\u017e\u00edt metody pro m\u011b\u0159en\u00ed subjective well-being u u\u010ditel\u016f a p\u0159\u00edpadn\u011b dal\u0161\u00edch pedagogick\u00fdch pracovn\u00edk\u016f a zjistit jejich celkovou \u017eivotn\u00ed spokojenost, zm\u011b\u0159it jejich pozitivn\u00ed a negativn\u00ed pocity vzta\u017een\u00e9 k jednotliv\u00fdm \u010d\u00e1stem jejich dne a to jak ve \u0161kole tak mimo ni.\u00a0 N\u00e1sledn\u011b lze pak porovnat jejich SWB b\u011bhem r\u016fzn\u00fdch \u010d\u00e1st\u00ed \u0161koln\u00edho roku a r\u016fzn\u00fdch \u010d\u00e1st\u00ed dne. Toto srovn\u00e1n\u00ed lze nav\u00edc detailn\u011b prov\u00e9st u u\u010ditel\u016f s odli\u0161n\u00fdm odborn\u00fdm zam\u011b\u0159en\u00edm a dal\u0161\u00edmi odli\u0161n\u00fdmi charakteristikami. Metodologicky bude vhodn\u00e9\/nutn\u00e9 dostupn\u00e9 n\u00e1stroje na m\u011b\u0159en\u00ed SWB upravit v\u016f\u010di sledovan\u00e9 speci\u00e1ln\u00ed skupin\u011b. M\u011b\u0159en\u00ed SWB je mo\u017en\u00e9 pou\u017e\u00edt v kombinaci s DRM (day reconstruction method, jedna z metod Ecological momentary measurement (EMA)) vztahuj\u00edc\u00ed se k „rekonstrukci“ jednotliv\u00fdch aktivit b\u011bhem ur\u010dit\u00fdch \u010dasov\u00fdch \u00fasek\u016f v\u010derej\u0161\u00edho dne. Dal\u0161\u00edm mo\u017en\u00fdm c\u00edlem diserta\u010dn\u00ed pr\u00e1ce v t\u00e9to oblasti m\u016f\u017ee b\u00fdt m\u011b\u0159en\u00ed SWB u d\u011bt\u00ed na ni\u017e\u0161\u00ed a vy\u0161\u0161\u00edch sekund\u00e1rn\u00edch \u0161kol\u00e1ch. Z metodologick\u00e9ho pohledu by bylo nutn\u00e9 instrumenty pro m\u011b\u0159en\u00ed SWB zcela jist\u011b p\u0159izp\u016fsobit v\u016f\u010di dan\u00e9 populaci.<\/p>\n

6. M\u011b\u0159en\u00ed p\u0159idan\u00e9 hodnoty \u0161koly s vyu\u017eit\u00edm panelov\u00fdch dat<\/strong><\/h4>\n

M\u011b\u0159en\u00ed p\u0159idan\u00e9 hodnoty jednotliv\u00fdch \u0161kol a u\u010ditel\u016f na rozvoj \u017e\u00e1kovsk\u00fdch dovednost\u00ed, znalost\u00ed a soci\u00e1ln\u00edch a osobnostn\u00edch vlastnost\u00ed je z\u00e1sadn\u00edm t\u00e9matem p\u0159ekra\u010duj\u00edc\u00ed hranice pedagogiky. U rozs\u00e1hl\u00fdch v\u00fdkumn\u00fdch \u0161et\u0159en\u00ed se z metodologick\u00e9ho pohledu jev\u00ed jako jedna z nejlep\u0161\u00edch cest vyu\u017eit\u00ed panelov\u00fdch dat, tj. dat \u017e\u00e1k\u016f, kter\u00e9 pozorujeme v \u010dase. M\u00e1me tud\u00ed\u017e u nich opakovan\u011b zm\u011b\u0159en\u00e9 jejich v\u00fdsledky v ur\u010dit\u00fdch \u0161koln\u00edch p\u0159edm\u011btech\/oborech (nej\u010dast\u011bji m\u011b\u0159en\u00e9 didaktick\u00fdmi testy) a prom\u011bnn\u00e9 t\u00fdkaj\u00edc\u00ed se jejich \u0161koly, u\u010ditel\u016f, u\u010den\u00ed, budouc\u00edch pl\u00e1n\u016f, zdrav\u00ed, volno\u010dasov\u00fdch aktivit apod. (nej\u010dast\u011bji m\u011b\u0159en\u00e9 dotazn\u00edkem). P\u0159i vyu\u017eit\u00ed t\u011bchto dat lze za relativn\u011b slab\u00fdch statistick\u00fdch p\u0159edpoklad\u016f odd\u011blit efekty samotn\u00e9 \u0161koly od efekt\u016f socio-ekomick\u00fdch charakteristik d\u011bt\u00ed, tj. dovoluj\u00ed za relativn\u011b slab\u00fdch statistick\u00fdch p\u0159edpoklad\u016f nap\u0159. odpov\u011bd\u011bt na ot\u00e1zku, zda-li a do jak\u00e9 m\u00edry jsou vynikaj\u00edc\u00ed \u017e\u00e1kovsk\u00e9 dovednosti, znalosti a soci\u00e1ln\u00ed a osobnostn\u00ed vlastnosti spjaty s pouze a jen efektem \u0161koly. Z metodologick\u00e9ho pohledu je n\u00e1ro\u010dn\u011bj\u0161\u00ed m\u011b\u0159en\u00ed zm\u011bn v\u00fdsledk\u016f v r\u016fzn\u00fdch testech (nap\u0159. testy \u010dten\u00e1\u0159sk\u00e9 gramotnosti), jejich\u017e obsah je v pr\u016fb\u011bhu m\u011b\u0159en\u00ed pot\u0159eba p\u0159izp\u016fsobovat v\u011bku \u017e\u00e1k\u016f (testy pro \u017e\u00e1ky p\u00e1t\u00fdch a dev\u00e1t\u00fdch ro\u010dn\u00edk\u016f nemohou b\u00fdt zcela toto\u017en\u00e9). Prom\u011bnn\u00e9 m\u011b\u0159en\u00e9 v dotazn\u00edc\u00edch je tak\u00e9 t\u0159eba postupn\u011b p\u0159izp\u016fsobovat v\u011bku d\u011bt\u00ed – idea m\u011b\u0159en\u00e9 prom\u011bnn\u00e9 \u010di m\u011b\u0159en\u00e9ho konstruktu v\u0161ak mus\u00ed tak\u00e9 z\u016fstat zachov\u00e1na.<\/p>\n

C\u00edlem diserta\u010dn\u00ed pr\u00e1ce je vyu\u017eit\u00ed panelov\u00fdch dat pro zm\u011b\u0159en\u00ed p\u0159idan\u00e9 hodnoty \u0161kol, specificky se lze zam\u011b\u0159it na v\u00edcelet\u00e1 gymn\u00e1zia a r\u016fzn\u00e9 typy st\u0159edn\u00edch \u0161kol v \u010cesk\u00e9 republice. Panelov\u00e1 data je mo\u017en\u00e9 pro zv\u00fd\u0161en\u00ed eficience odhad\u016f kombinovat s opakovan\u00fdmi pr\u016f\u0159ezov\u00fdmi m\u011b\u0159en\u00edmi (repeated cross-section) z\u00edskan\u00fdch v r\u00e1mci mezin\u00e1rodn\u00edch srovn\u00e1vac\u00edch studi\u00ed TIMSS, PIRLS, PISA apod. M\u011b\u0159en\u00ed p\u0159idan\u00e9 hodnoty \u010desk\u00fdch \u0161kol lze pak d\u00e1le porovnat s m\u011b\u0159en\u00edm p\u0159idan\u00e9 hodnoty odpov\u00eddaj\u00edch \u0161kol v zahrani\u010d\u00ed.<\/p>\n

7. M\u011b\u0159en\u00ed \u0161koln\u00ed k\u00e1zn\u011b <\/strong><\/h4>\n

Nek\u00e1ze\u0148 \u017e\u00e1k\u016f ve \u0161kol\u00e1ch p\u0159edstavuje jeden z hlavn\u00edch stresor\u016f jak d\u011bt\u00ed, tak u\u010ditelsk\u00e9ho povol\u00e1n\u00ed. Z \u0161et\u0159en\u00ed realizovan\u00fdch v \u010cesk\u00e9 republice vypl\u00fdv\u00e1, \u017ee u\u010ditel\u00e9 z\u00e1kladn\u00edch \u0161kol hodnot\u00ed udr\u017een\u00ed k\u00e1zn\u011b p\u0159i vyu\u010dov\u00e1n\u00ed jako \u010dinnost, kter\u00e1 jim \u010din\u00ed velk\u00e9 obt\u00ed\u017ee. To se t\u00fdk\u00e1 jak za\u010d\u00ednaj\u00edc\u00edch u\u010ditel\u016f (\u0160imon\u00edk, 1994), tak u\u010ditel\u016f obecn\u011b (Bendl, 2001). Projevy \u0161koln\u00ed nek\u00e1zn\u011b jsou \u010dast\u00fdm d\u016fvodem obav a strachu \u017e\u00e1k\u016f ze \u0161koln\u00ed doch\u00e1zky, jako\u017e i jedn\u00edm z hlavn\u00edch d\u016fvod\u016f, pro\u010d n\u011bkte\u0159\u00ed u\u010ditel\u00e9 opou\u0161t\u011bj\u00ed sv\u00e9 povol\u00e1n\u00ed a pro\u010d jin\u00ed vystudovan\u00ed\u00a0 u\u010ditel\u00e9 nenastupuj\u00ed u\u010ditelskou dr\u00e1hu. Tento trend nen\u00ed lok\u00e1ln\u00ed, nen\u00ed v\u00e1z\u00e1n na jednu zemi, ale st\u00e1v\u00e1 se glob\u00e1ln\u00edm probl\u00e9mem \u0161kolstv\u00ed. Nelichotivou k\u00e1ze\u0148skou situaci na \u010desk\u00fdch \u0161kol\u00e1ch potvrzuj\u00ed i v\u00fdzkumy t\u00fdkaj\u00edc\u00ed se problematiky \u0161ikanov\u00e1n\u00ed (Kol\u00e1\u0159 2001) nebo \u0161irok\u00e9 \u0161k\u00e1ly projev\u016f neuk\u00e1zn\u011bn\u00e9ho chov\u00e1n\u00ed (Bendl 2001). Bohu\u017eel, tyto v\u00fdzkumy jsou sp\u00ed\u0161e ojedin\u011bl\u00e9. V\u00a0oblasti v\u00fdzkumu nen\u00ed dosud problematice \u0161koln\u00ed k\u00e1zn\u011b v\u011bnov\u00e1na n\u00e1le\u017eit\u00e1 a systematick\u00e1 pozornost. Krom\u011b v\u00fd\u0161e uveden\u00fdch (sp\u00ed\u0161e v\u00fdjime\u010dn\u00fdch) studi\u00ed v\u00a0podstat\u011b nem\u00e1me k\u00a0dispozici ani relevantn\u00ed data t\u00fdkaj\u00edc\u00ed se \u00farovn\u011b (\u201estavu\u201c) chov\u00e1n\u00ed \u017e\u00e1k\u016f ve \u0161kol\u00e1ch, ani standardizovan\u00e9 v\u00fdzkumn\u00e9 n\u00e1stroje na m\u011b\u0159en\u00ed \u0161koln\u00ed k\u00e1zn\u011b.<\/p>\n

C\u00edlem diserta\u010dn\u00ed pr\u00e1ce je mimo klasifikace existuj\u00edc\u00edch metod m\u011b\u0159en\u00ed k\u00e1zn\u011b, vyvinut\u00ed a validace nov\u00e9 metody m\u011b\u0159en\u00ed k\u00e1zn\u011b pro \u00fa\u010dely rozs\u00e1hl\u00fdch mezin\u00e1rodn\u00edch v\u00fdzkumn\u00fdch \u0161et\u0159en\u00ed.<\/p>\n","protected":false},"excerpt":{"rendered":"

1. Po\u010d\u00edta\u010dov\u00e9 adaptivn\u00ed testov\u00e1n\u00ed (Computerized adaptive testing, CAT) M\u00edsto toho, abychom d\u00e1vali v\u0161em testovan\u00fdm osob\u00e1m stejn\u00fd test, CAT p\u0159izp\u016fsobuje v\u00fdb\u011br ot\u00e1zek v testu schopnosti (ability) ka\u017ed\u00e9ho testovan\u00e9ho. Po ka\u017ed\u00e9 odpov\u011bdi na ot\u00e1zku se ka\u017ed\u00e9mu testovan\u00e9mu p\u0159epo\u010d\u00edt\u00e1 (updatuje) jeho parametr schopnosti a n\u00e1sledn\u00e1 ot\u00e1zka je optim\u00e1ln\u011b volena dle jeho schopnosti s c\u00edlem zlep\u0161it optimalitu nov\u00e9ho odhadu. […]<\/p>\n","protected":false},"author":35,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1336","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/pages.pedf.cuni.cz\/kpg\/wp-json\/wp\/v2\/pages\/1336","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pages.pedf.cuni.cz\/kpg\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/pages.pedf.cuni.cz\/kpg\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/pages.pedf.cuni.cz\/kpg\/wp-json\/wp\/v2\/users\/35"}],"replies":[{"embeddable":true,"href":"https:\/\/pages.pedf.cuni.cz\/kpg\/wp-json\/wp\/v2\/comments?post=1336"}],"version-history":[{"count":0,"href":"https:\/\/pages.pedf.cuni.cz\/kpg\/wp-json\/wp\/v2\/pages\/1336\/revisions"}],"wp:attachment":[{"href":"https:\/\/pages.pedf.cuni.cz\/kpg\/wp-json\/wp\/v2\/media?parent=1336"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}