Academic Experience and Its Influence on the Dimensionality of College Students' Evaluation of Study Programmes

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F13%3A00066246" target="_blank" >RIV/00216224:14230/13:00066246 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Academic Experience and Its Influence on the Dimensionality of College Students' Evaluation of Study Programmes

Popis výsledku v původním jazyce

Paper presents the results of student evaluations of study programmes at all 27 Czech public universities (a sample of 14,000 students). The theoretical framework is Marsh?s differentiation between student evaluation teaching (SET), where students evaluate the quality of teacher education in a particular course, and the evaluation of the student teaching experience at the department or university (DUE), which evaluates the quality of student learning within their degree program in general. While evaluating teaching is something students have much experience with, evaluating study programme is introduced much later. Thus much of the (implicit) learning about how to evaluate a one?s own study programme takes place at university. This leads to our interest in what form this development of evaluative representation of study programme has. We hypothesized that the evaluations of 1st year students are most general and with years of study the dimensionality of the evaluations increases.

Název v anglickém jazyce

Academic Experience and Its Influence on the Dimensionality of College Students' Evaluation of Study Programmes

Popis výsledku anglicky

Paper presents the results of student evaluations of study programmes at all 27 Czech public universities (a sample of 14,000 students). The theoretical framework is Marsh?s differentiation between student evaluation teaching (SET), where students evaluate the quality of teacher education in a particular course, and the evaluation of the student teaching experience at the department or university (DUE), which evaluates the quality of student learning within their degree program in general. While evaluating teaching is something students have much experience with, evaluating study programme is introduced much later. Thus much of the (implicit) learning about how to evaluate a one?s own study programme takes place at university. This leads to our interest in what form this development of evaluative representation of study programme has. We hypothesized that the evaluations of 1st year students are most general and with years of study the dimensionality of the evaluations increases.

Druh

O - Ostatní výsledky

CEP obor

AN - Psychologie

OECD FORD obor

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Projekt

<a href="/cs/project/GAP407%2F12%2F0854" target="_blank" >GAP407/12/0854: Cesty do dospělosti: longitudinální výzkum vývojových trajektorií a prediktorů autonomie a identity</a><br>

Návaznosti

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

Rok uplatnění

2013

Kód důvěrnosti údajů

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