Aplikácia predikčnej karty počas dištančnej formy výučby biológie na gymnáziu

Abstract

School assessment in Slovakia has recently become an increasingly frequent topic of discussion, which is focused on the unfairness of grading and it´s negative effects on the progress of students in education. Assessment is focused on summative assessment, which is realized by a mark, verbal assessment or a combination thereof. The paper focuses on the issue of formative assessment as one of the forms of school assessment. Formative assessment focuses on frequent assessment of a student's learning progress and the use of feedback when their performance can be further improved. With the help of feedback, the teacher can detect and diagnose deficiencies, causes, errors and difficulties in students' learning. It helps him determine the difference between the current level of assessed performance and the standard. Teachers use various formative assessment tools to obtain assess, students' learning progress, and decide about further action. During the distance form of teaching, we carried out research focused on the implementation of a prediction card as a tool for formative assessment in the teaching of Biology at the grammar school. The research sample consisted of 12 students of the 4th year of grammar school. We developed a prediction card for the topics: Mutations, Gender Inheritance, and Gene Manipulation. To implement the prediction card, we used the online application Socrative, through which students stated whether the statement is true or false. In the results, we present the impact of the implementation of the prediction card on students' knowledge and misconceptions and their further progress in education.