An Examination of Different Methodological Approaches in Student School Behavior Research: The Issue of the Incomparability of Student Self-assessments

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F18%3A10384382" target="_blank" >RIV/00216208:11410/18:10384382 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.5817/PedOr2018-4-627" target="_blank" >https://doi.org/10.5817/PedOr2018-4-627</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5817/PedOr2018-4-627" target="_blank" >10.5817/PedOr2018-4-627</a>

Jazyk výsledku

angličtina

Název v původním jazyce

An Examination of Different Methodological Approaches in Student School Behavior Research: The Issue of the Incomparability of Student Self-assessments

Popis výsledku v původním jazyce

The issue of school educational outcomes measurement is of great concern to both researchers and practitioners. We can distinguish two main types of outcomes: outcomes in the domain of academic achievement (e.g., mathematics, information and communication technologies, and history) and outcomes in the behavioral domain (school discipline). Both types of outcomes are assessed and graded in schools. However, if we were to let different teachers assess the same students&apos; knowledge and skills, their assessment would frequently differ and the same applies to their assessments of student behavior. The following question arises: How accurately do we measure school educational outcomes? In our study we aim to address the following issues: (a) describe the most commonly used methodological approaches to student school behavior measurement and discuss their strengths and weaknesses. Speciically, we focus on school documentation analysis, interviews, observations, and questionnaire surveys. The section about school documentation analysis focuses on empirical analysis of the selected school documents of particular Czech schools; (b) propose an innovative approach to student school behavior measurement combining student self-reports and peer-reports with the anchoring vignette method to enhance data comparability.

Název v anglickém jazyce

An Examination of Different Methodological Approaches in Student School Behavior Research: The Issue of the Incomparability of Student Self-assessments

Popis výsledku anglicky

The issue of school educational outcomes measurement is of great concern to both researchers and practitioners. We can distinguish two main types of outcomes: outcomes in the domain of academic achievement (e.g., mathematics, information and communication technologies, and history) and outcomes in the behavioral domain (school discipline). Both types of outcomes are assessed and graded in schools. However, if we were to let different teachers assess the same students&apos; knowledge and skills, their assessment would frequently differ and the same applies to their assessments of student behavior. The following question arises: How accurately do we measure school educational outcomes? In our study we aim to address the following issues: (a) describe the most commonly used methodological approaches to student school behavior measurement and discuss their strengths and weaknesses. Speciically, we focus on school documentation analysis, interviews, observations, and questionnaire surveys. The section about school documentation analysis focuses on empirical analysis of the selected school documents of particular Czech schools; (b) propose an innovative approach to student school behavior measurement combining student self-reports and peer-reports with the anchoring vignette method to enhance data comparability.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA17-02993S" target="_blank" >GA17-02993S: Faktory ovlivňující sebehodnocení ICT dovedností studentů středních škol</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2018

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Pedagogická orientace

ISSN

1211-4669

e-ISSN

—

Svazek periodika

28

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

36

Strana od-do

627-662

Kód UT WoS článku

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EID výsledku v databázi Scopus

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