Attitudes towards criterion-based assessment at the beginning of primary school among school management and teachers

This thesis deals with the attitudes of teachers and primary school management towards the introduction of criterion-based assessment in grades 1 and 2 and their familiarity with the pilot version of the innovative Vysvědčení JINAK report card. The aim of the thesis was to find out how schools perceive the transition from classification assessment to criterion-based assessment, what factors influence their willingness to accept this change, and what conditions they consider necessary for successful implementation. The research uses a mixed design. The quantitative part consisted of a questionnaire survey among primary school teachers, focusing on their experiences, attitudes, and expectations associated with this innovative type of assessment. In the qualitative part, six in-depth interviews were conducted with school principals and representatives, which provided deeper insight into the practical barriers, benefits, and conditions for implementing criterion-based assessment. The results show that teachers' awareness of the JINAK Report Card is still low and their attitudes vary significantly depending on the school's previous experience with formative assessment. Schools with a long-term formative approach perceive criterion-based assessment as natural and beneficial. On the other hand, schools...