JTIE 2013, 5(1):50-57 | 10.5507/jtie.2013.007


Katedra základov a vyučovania informatiky, Fakulta matematiky, fyziky a informatiky UK, Mlynská dolina 842 48, Bratislava, SR

In this article we offer brief overview of evaluation, assessment process and importance of functions, which should support evaluation. Further, look at the article from the perspective of educational robotics and we are trying to find appropriate evaluation methods that could make lessons with educational robotics more effective. Reasons for choosing unusual methods of evaluation robotics lessons are described in detail in article. In the same way we describe how have we designed and created these methods, their implementation and analysis of data that were collected during testing. At the end we confirm some conclusions using the interview with the class teacher and teacher who teachers educational informatics. Research we are describing in this article is very closely linked to our previous research and builds on the results of our previous research, which is part of the dissertation.

Keywords: primary school, educational robotics, evaluation

Published: April 1, 2013

Download citation


  1. Atmatzidou, S. Markelis, I. Demetriadis, S. The use of LEGO Mindstorms in elementary and secondary education: game as a way of triggering learning. 2008, Workshop Proceedings of SIMPAR Intl. Conf. on SIMULATION, MODELING and PROGRAMMING for AUTONOMOUS ROBOTS, s. 22-30. Venice(Italy) 2008, ISBN 978-88-95872-01-8 (print).
  2. Dagdilelis, V. Sartatzemi, M. Kagani, K. Teaching (with) Robots in Secondary Schools: some new and not-so-new Pedagogical problems. 2005, ICALT'05 - Proceedings of the Fifth IEEE International Conference on Advanced Learning Technologies, s. 757-761. ISBN:0-7695-2338-2 (print).
  3. Hussain, S. Lindh, J. Shukur, G. The effect of LEGO Training on Pupils' School Performance in Mathematics, Problem Solving Ability and Attitude: Swedish Data. 2006.Educational Technology & Society, s. 182-194. ISSN 14364522 (online) and 1176-3647 (print).
  4. LEGO® MINDSTORMS® NXT 2.0. (online) [cit. 2012-12-14]. URL : <http://mindstorms.lego.com/enus/products/default.aspx >.
  5. DevTech Research Group. A Curiculum Unit on Programing and Robotics. (online) [cit. 201212-14]. URL : < http://api.ning.com/files/pTaEwxWbXOXEvuHU8f7N4KIH76oLjbiFnY23K28QpazleBAFGekTJ GOQME9VCBK3lS8SQr4RkZVUw3PL3CYYnrIrbVgGgqF/WeDoThePlaygroundCurric Grades12.pdf>.
  6. GURA, M. Getting Started with LEGO Robotics. 2011, ISTE. ISBN 978-1-56484-298-5.
  7. Mayerová, K., Veselovská, M. Robotic kits and key competences in primary school. 2012, Information and Communication Technology in Education. Ostrava: University of Ostrava, Pedagogical Faculty, s. 175-183. ISBN 978-807464-135-0 (print)
  8. Švaříček, R., Šeďová K. a kol. Kvalitativní výzkum v pedagogických vedách. 2007. In: Praha: Portál, s. r. o., 384 str. 1. vyd. ISBN 978-80-7367-313-0(print).
  9. Rocha Neves, O. Mota Alves, J. Ramos J. An 8 Year Old Educational Robotics Program - Structure, Methodology and Goals. 2011, D. Obdržálek and A. Gottscheber: EUROBOT 2011, s. 236-247. 1. vyd. ISBN 978-3-642-21975-7 (print).
  10. Marais, A. Smith, A. Duvejkog, N. TekkiKids: Experiences in implementing technology clubs in a South African context. 2008, 3rd International Conference on ELearning: Icel, s. 273-282. ISBN 978-1-90663804-7 (print).
  11. KALHOUS, Z., OBST, O. a kol. Školní didaktika. 2009, Praha: Portál, s. 447. 2. vyd. ISBN 978-80-7367-571-4 (print).
  12. Turek, I. Didaktika. 2008, Bratislava: IURA EDITION. 1. Vyd. ISBN 978-80-8078.198-9 (print).