The ‘Health Promoting School’ model provides a framework for school-based health promotion (HP) activities, which have become a major theme in the health and educational strategy in Europe. However, the issue of HP implementation is complex. The general purpose of this article is to report on the findings of a nationwide survey that examined the extent of HP implementation at schools in Poland. The research results presented in this paper are part of a broader research project which was conducted at the University of Silesia in Katowice (Poland) in cooperation with the University of Limerick (Ireland). The research was conducted by means of the questionnaire: “National Questionnaire on SPHE and Health Promoting Schools”, developed by the staff of the University of Limerick and adapted to Polish conditions. The questionnaires were sent to schools in Poland holding the National Health Promoting School (HPS) Certificate, one hundred and three of which were completed and returned and then analysed with respect to quantity and quality. Considering the theoretical assumptions of the idea analysed, the information obtained from the respondents describing health promotion at their schools was grouped into four categories: school environment; core curriculum and learning; partnership; policy and planning. It was determined that the work of these schools emphasises mostly two elements in building a health promoting school: the school environment along with core curriculum and learning, while the two other elements (partnership; policy and planning) are more poorly implemented.

The legal empowerment of Polish Accreditation Committee in the State

Considerations carried out in this publication are an attempt to locate The Polish Accreditation Committee in a Polish tripartite power and competences division system The paper also aims to establish legal basis and character of Committee’s actions as well as the compatibility of those actions with the constitutional directives and moreover to establish the legal status of Committee’s members. The essence of the research is an attempt to try to provide an answer to the question about the location of the Constitution in the legal-organizational system of the Polish state. In order to do so the author analyzed the legal regulation, on the basis of which the Committee is founded, its members are appointed and its tasks and competences were granted. An effort taken in the paper to explain the phenomenon of the independence of the activity of The Committee as an institution invoked by an organ of the state ad- ministration is of a great importance.

The study focuses on the implementation of inquiry-based science education (IBSE) within the 7FP ESTABLISH project and its impact on pupils. The project included the creation of education units and realization of courses for teachers with the goal of educating teachers on IBSE. This was then followed by the implementation of IBSE education units into the teaching schedule of teachers who completed the respective courses. The impact of IBSE on pupils was evaluated using adopted and adjusted evaluation tools. The evaluation focused on the impacts on pupils’ intrinsic motivation for learning natural sciences, understanding the importance of natural sciences for society and pupils’ epis- temological beliefs. The study discusses the results obtained in Slovakia and focuses especially on gender differences.

Education is a metaprocess focused on causing changes in individual and social resources of experience, knowledge, skills, attitudes, beliefs and aspirations, as well as in the state of health and physical fitness. This system of processes consists of many diverse interrelated interactions, actions, acts, deeds and activities, with many related elements and components, and among them control and evaluation activities. The purpose of the article is to present the results of analyzes and thoughts related to the determination of the role of these activities among other educational acts, related in particular to cooperation and mutual interaction. It goes well beyond the commonly accepted so-called school and colloquial understanding of these terms. They are treated primarily as cognitive and research activities, as well as valuing activities, as subject-making, person-forming and sociogenic tools. The basis of the research was a diachronic-synchronous model of the full, broadly understood act of educational activity. The resulting conclusions indicate their fundamental role in education.

The aim of the text is to analyse author’s own reflective research practice and to give an account of a few exemplifications of tools supporting the self-evaluation process of own academic work, carried out under a case study strategy. Contemporarily, the process of empirical material collection and analysis can be supported by various computer-assisted technologies. The article attempts to present their employment in the self-evaluation approach and the value they have when they are used in qualitative inquires.

The author has outlined the essence of legal presumptions on discretion in law enforcement of financial legal provisions as both current legal phenomena and legal regulations. The relationship between presumptions and principles of law, as well as the classification of presumptions has been researched into. Presumptions on discretion in law enforcement of financial legal provisions are formed in relation to a particular legal fact or group of facts or compositions that correspond with a particular law enforcement situation, which is due to the origin, content and purpose of these facts or compositions, the relationship between them. With regard to discretion in law enforcement of financial legal provisions, it could also be argued that there are both legally defined irrefutable presumptions (innocence, “all doubts in favour of the taxpayer”) and rebuttable in a particular case, which does not terminate its effect as a whole. It has been concluded that presumptions on discretion in law enforcement of financial legal provisions are applied due to logical methods of induction or modelling, when the probability of a phenomenon is not high enough.

The presented text is the result of reflection on the issue of children’s artwork and the procedure of valuing the work of children at a younger school age in the process of art education. The article outlines considerations on creativity and children’s art creation in the context/conceptual context and attempts to present a procedure for the evaluation of children’s art creations in terms of the ways of imaging in the conceptual context. The study is addressed to researchers and teachers of early childhood education, it is also a voice in the discussion on evaluating student achievements and - according to the author - a stimulus for reflective educational activities.

Although at first MOOC (Massive Open Online Courses) did not use peer reviews, this kind of assessment has increasingly demonstrated the benefits that it can contribute to this type of course by improving the learning process, increasing decisions making abilities, and developing several other academic skills. Other MOOC assessment instruments do not provide students with these opportunities. This paper discusses the results obtained by the most commonly used massive online course platforms, detailing their features and limitations, as well as the experience in the implementation and use of a peer review system for a course of more than 7300 students. This study also comments on how evaluation rubrics are created, along with the final results, and the impact of the inclusion of this type of evaluation in MOOC.

Co-creation of public services implies new roles and responsibilities that, at least potentially, change the balance of control. In this way, it aligns closely with democratic renewal. This paper draws on the outcomes of a collaborative innovation project Co-creation of Service Innovation in Europe (CoSIE) funded under Horizon 2020. CoSIE built upon the idea that public sector innovations can be best achieved by creating collaborative partnerships between service providers (public sector agencies, third sector organisations, private companies) and citizens who receive services directly or indirectly. CoSIE was implemented through ten real-life innovation pilots in different public services across Europe. Results showed how co-creative methods could promote democratic dimensions, increasing the civic participation of marginalised and often voiceless population groups (residents of depleted urban neighbourhoods, disabled people in remote rural areas, citizens adrift from the world of work, and non-EU migrants). Some CoSIE pilots were more successful than others in extending impact beyond their immediate localities and service contexts. The paper highlights common factors that helped share learning and evolve project innovations into the ‘modus operandi’ of institutions and societies.

The main purpose of this paper is to present the preliminary findings of the research focused on the relationship between teachers’ identity processing styles and their attitudes towards external and internal evaluation, as well as teachers’ self-evaluation. This goal allowed for formulating the following research questions: (1) What are teachers’ attitudes toward the three types of evaluation? (2) What are their identity processing styles? and (3) What relationships between the above variables exist? The average was highest on the informational style scale and lowest on the diffuse-avoidant style scale. The study demonstrated a clear differentiation of teachers’ attitudes: from a negative attitude towards external evaluation to a positive one towards self-evaluation. Although the study did not find statistically significant relationships, it contributed to some conclusions on how to study teachers’ attitudes towards evaluation in the future. The research is a step towards finding the factors that positively and negatively influence teachers’ perceptions of evaluation research in their work.

The paper describes the method of satisfaction measurement as one of the marketing techniques used for detecting student satisfaction with study programs. A method of Satisfaction Pyramid is presented, which is used for satisfaction analysis. The theoretical part of the paper describes a methodological approach to satisfaction measurement and the field part presents total satisfaction, Satisfaction Index and partial satisfaction with significant factors and the last part of the paper refers to the importance of partial factors. The aim of the article is to detect the level of student satisfaction with the most important subjects in the study programme and also to set the importance of every factor influencing total satisfaction. The student satisfaction analysis was realized at two Czech universities, which offer study programmes of adult education.

When they steal our words…

The paper addresses issues related to the growing social phenomenon that has disturbing consequences for practice – in this case, everyday academic life in Poland. It consists of the critical categories of contemporary humanities; its “first words” are given content very distant from their original, traditional meanings. The meanings of these categories are often reversed, given secondary meanings or even made meaningless. As a result, many words are used as empty labels, fashionable words intended to add dignity to the speaker. The article’s author, referring to the metaphor of “stealing” words, raises three specific issues. Firstly, it presents a register of “stolen” words, three of which are the subject of detailed analysis – evaluation, quality, and dialogue. The second issue is a detailed analysis of the mechanisms governing changes in the meanings assigned to each of these categories and the effects associated with using “stolen” words in the everyday life of academies and dormitories. Finally, the issue of the “perpetrators of the theft” was raised. The author claims that one of them is the “seventh enemy from the seventh world of the field” – an entity that creates the everyday life of academic life, regardless of its place in the university’s social hierarchy.

The growing importance of evaluation in a dynamic socio-political reality

The article focuses on evaluation, which remains of unflagging popularity and interest in many scientific disciplines and areas of social life. The article is divided into three parts. Firstly, it attempts to outline the variety of theoretical contexts of the relationship between education, science, evaluation and state policy in this respect. The second part presents arguments for the need to practice educational (seflevaluation) – especially its dialogic forms in schools, resulting from the experience gained in connection with the COVID-19 pandemic, including the results of research carried out in primary schools in Szczecin. The third part covers issues related to the importance of developmental evaluations in education, consisting of democratizing organizational culture, opening social discourse and supporting patterns of institutional reflexivity. In literature this is described as “participatory research”, “interventional research” in which the researcher conducts the analysis at the same time also thinking about using its results to formulate the recommendations regarding public policy or for the purposes of creation and support of organizations acting in the best interest of the researched community. This article presents a fragment of results of a research – its subject being “Diagnosing needs and expectations of students and teachers in primary schools in Szczecin days before returning to school” – conducted in May 2021. Comfort-Stretch-Panic model, created by Karl Rohnke, has been used as a theoretical framework for said research.

The paper presents the results of an evaluation (N = 400) of The Green School program – the Slovak version of the international Eco-Schools program. The goal of the evaluation was to assess whether pupils from schools awarded the Green Flag demonstrated a higher level of pro-environmental behaviour and interpreted the program in a different way in comparison with pupils from schools which were new in the program. The results suggested that the certification system led teachers to misinterpretation of the program and did not motivate them to adequate involvement of pupils. On the basis of the evaluation, the national program coordinator introduced a new certification system and a system of consultants who help interpret the program to teachers.

The study presents a module of improved teaching with the involvement of interactive and cooperative methods of teaching. The experiment was performed parallelly in experimental and control groups of the eighth grade pupils in order to evaluate the effects of teaching improvement. Comparisons of the success of the experimental and control groups were made according to the test of difference importance (t-test) and variance analysis (ANOVA method).

Motor aesthetic experiences relate to every person and are important developmental elements of a person’s life. The way they are perceived depends on the received stimuli and their processing by various senses. Aesthetic experiences which are delivered in this way and subsequently analysed are expressed in an individual, subjective interpretation of the evaluated element. In the case of people with a vision dysfunction it is difficult for them to assess what is aesthetic and what is not. The lack of direct experience and visual assessment of movement creates obstacles during communication of aesthetic movement which are difficult to overcome. Due to these limitations, studies on aesthetics of movement in the blind have not been carried out so far. The aim of our study was to establish what aesthetics of movement is in this group of disabled and how it can be developed. The proposed model of movement communication and its aesthetic evaluation allows for a conscious recognition and performance of aesthetic movement by a person with visual dysfunction.

The need to use other grading methods that will help to certify and/or qualify teachers’ grades in extensive groups of students led us to implement peer assessment. Our research was carried out over the last two years, and the students assessed one of the practices among themselves, using one of the tools from a virtual teaching platform. Their grades were subsequently analysed to see if they showed similar results to the teachers’ grades, by means of a correlation analysis. The high correlation found suggests that teachers could take the students’ grading into account if necessary.

One of the basic requirements of a successful quality transformation in education is striving for an increase in the value of the teacher’s work quality, being a subject of continuous internal and external interpretation. An increase of the quality of teaching and education is becoming an important issue of pedagogical theory and practice. The article presents an important facet of this issue – inevitable process, the teacher’s work evaluation.