University of Hradec Králové, Faculty of Education (CZECH REPUBLIC)
About this paper:
Appears in: INTED2020 Proceedings
Publication year: 2020
Pages: 571-576
ISBN: 978-84-09-17939-8
ISSN: 2340-1079
doi: 10.21125/inted.2020.0228
Conference name: 14th International Technology, Education and Development Conference
Dates: 2-4 March, 2020
Location: Valencia, Spain
Self-evaluation is a relationship to oneself and therefore is an important factor in psychic regulation of behaviour and experience. It is both a product and a factor affecting inter- and intrapersonal self-evaluation processes. The essence of self-evaluation is that pupils are responsible for their learning and are actively involved in the learning and evaluation process. The basis for self-evaluation development is self-knowledge, with the teacher and classmates also playing an important role.

The aim of this paper is to find out how teachers at primary school use self-evaluation in teaching, how self-evaluation is introduced into teaching and how teachers perceive self-evaluation as one of the educational methods at primary school. As it is a more extensive research project, only selected data from the qualitative part of the research are presented. A semi-structured interview was chosen as the main research method. The research group consists of six primary school teachers. The obtained data are processed using the anchored theory method.

The results show that teachers do not often use pupil self-evaluation in teaching. An important role is played by the difficulty of self-evaluation in terms of pupils' preparation, time-consuming and also the low pedagogical experience of teachers in working with this type of evaluation. On the other hand, I understand self-evaluation as an important element of pupils' personal development.
Evaluation, self-evaluation, school evaluation, evaluation types, primary education.