Bachelors or Diploma Thesis

Students’ independent learning is organised individually. Students independently, in consultation with the Bachelor’s paper supervisor, develop a plan for the topic the qualification paper and research plans, study scientific literature related to the topics of the Bachelor’s paper and perform its analysis. 1. To perform theoretical (pedagogical didactic, psychological and physiological anatomical) assessment of the problem of the selected topic. 2. To independently develop research methodology on the chosen topic and create a research, in accordance with CM Regulations on general secondary education and basic education. 3. To present and discuss with arguments on the reflected results of the Bachelor’s paper. Creation of a Bachelor’s paper plan. Analytical information on the highlights of the selected topic and a description of the problems. (Bachelor’s thesis I) Development of the research methodology. Compilation and description of research methods (Bachelor’s paper II) Conducting research at the placement base. (Bachelor’s thesis II) The research result obtained is described in the draft. (Bachelor’s thesis III) Preparation of the Bachelor’s thesis according to requirements and defence. (Bachelor’s thesis III)

Assessment of learning outcomes. Bachelor’s thesis I – Creation and approval of the selected topic. Analysis and evaluation of problems in literature sources and regulatory documents. Bachelor’s thesis II – To independently develop a methodological plan in the selected topic for research (surveys, interviews, tests, test exercises, assessment protocols). Bachelor’s thesis III – Writing and defence of the Bachelor’s thesis. The National Examination Board (hereinafter referred to as the Board) assesses the conformity of the Bachelor’s paper of the applicant with the specialisation of “Sports and Teacher” and decide on the granting of the relevant professional degree. The assessment of the Bachelor’s paper is announced on the day of defence. Assessment criteria have been prepared in accordance with Regulations of the Cabinet of Ministers No.468 of 12 August 2014 “Assessment of Learner’s Achievements on a 10-Point Grading Scale” (Annex 23). The assessment of study achievements on a 10-point grading scale consists of the following criteria: – Amount and quality of acquired knowledge; – Acquired skills and abilities; – Attitude towards education; – Dynamics of development of study performance. Student’s study achievements in a study subject are assessed on a 10-point grading scale (10 – with distinction; 9 – excellent; 8 – very good; 7 – good; 6 – almost good; 5 – satisfactory; 4 – almost satisfactory, 3 – weak, 2 – poor, 1 – very poor). When determining the assessment on a 10-point grading scale, the criteria are assessed as a whole. Diploma paper I – Assessment of the problems of the European and Latvian education system, including sports lessons. Diploma paper II – To independently develop a sport class plan on the chosen topic and create an assessment of the pupils’ performance, in accordance with CM Regulations on general secondary education and basic education. Diploma paper III – Preparation and defence of the diploma paper. The National Examination Board (hereinafter referred to as the Board) assesses the conformity of the diploma paper of the applicant with the specialisation of “Sports and Teacher” and decide on the granting of the relevant professional degree. The assessment of the diploma paper is announced on the day of defence of the diploma paper. Assessment criteria have been prepared in accordance with Regulations of the Cabinet of Ministers No.468 of 12 August 2014 “Assessment of Learner’s Achievements on a 10-Point Grading Scale” (Annex 23). The assessment of study achievements on a 10-point grading scale consists of the following criteria: – Amount and quality of acquired knowledge; – Acquired skills and abilities; – Attitude towards education; – Dynamics of development of study performance. Student’s study achievements in a study subject are assessed on a 10-point grading scale (10 – with distinction; 9 – excellent; 8 – very good; 7 – good; 6 – almost good; 5 – satisfactory; 4 – almost satisfactory, 3 – weak, 2 – poor, 1 – very poor). When determining the assessment on a 10-point grading scale, the criteria are assessed as a whole.