Self-evaluation cf quality cf kindergarten / Autoevalvácia kvality (materskej) školy

dc.creator	Horváthová Kinga
dc.date	2010-09-01T00:00:00Z
dc.date.accessioned	2015-07-20T23:01:12Z
dc.date.available	2015-07-20T23:01:12Z
dc.identifier	1335-003X
dc.identifier	https://doaj.org/article/a37f71be30fa484c9cdeaddd822ce5e0
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/23954
dc.description	To create your own school curriculum should be a prerequisite for successful educational work of teachers and school management activities of the school management. Its introduction strengthens independence and accountability of schools, stressing in particular the quality of schools, meaning its self-evaluation and evaluation to determine, as it meets the learning goals formulated in the school education program. Each school should develop its own specific internal control system and evaluation ofthe school, which has three lines. One is a system of internal control and evaluation of school quality (open self-assessment), the second is a system of monitoring and evaluation of learning outcomes of children and pupils, and a third line is the development of evaluation system of teaching staff. In this study, we will give first priority of the indicated lines and with particular regard to kindergartens.Vytvorenie vlastného školského vzdelávacieho programu by malo byť predpokladom pre úspešnú edukačnú činnosť učiteľov školy a riadiacu činnosť manažmentu školy. Jeho zavedením sa posilňuje samostatnosť a zodpovednosť škôl, akcentuje sa najmä kvalita školy, význam jej autoevalvácie (sebahodnotenia) a eval-vácie (hodnotenia) s cieľom zistiť, nakoľko sa napĺňajú vzdelávacie zámery naformulované v školskom vzdelávacom programe. Každá škola by mala vypracovať svoj vlastný, špecifický vnútorný systém kontroly a hodnotenia školy, ktorý má tri línie. Jednou je vytvorenie systému vnútornej kontroly a hodnotenia kvality školy (otvorené sebahodnotenie), druhou je vytvorenie systému kontroly a hodnotenia učebných výsledkov detí a žiakov, treťou líniou je vypracovanie systému hodnotenia pedagogických zamestnancov. V tejto štúdii sa prednostne budeme venovať prvej z naznačených línií a to s osobitným zreteľom na materské školy.
dc.language	Slovak
dc.language	Czech
dc.language	English
dc.publisher	Združenie SLOVDIDAC
dc.relation	http://technologiavzdelavania.ukf.sk/index.php/tv/article/view/1186
dc.relation	https://doaj.org/toc/1335-003X
dc.source	Technológia vzdelávania, Vol 18, Iss 7, Pp 7-13 (2010)
dc.subject	assessment
dc.subject	self-assessment (self-evaluation) phases of self-evaluation
dc.subject	quality indicators
dc.subject	conditions and rules of self-evaluation
dc.subject	areas of self-evaluation
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Self-evaluation cf quality cf kindergarten / Autoevalvácia kvality (materskej) školy
dc.type	article