STUDENT EVALUATION OF THE QUALITY OF UNIVERSITY EDUCATION WITH THE USE OF SEMANTIC DIFFERENTIAL

Kód výsledku v IS VaVaI

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Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

STUDENT EVALUATION OF THE QUALITY OF UNIVERSITY EDUCATION WITH THE USE OF SEMANTIC DIFFERENTIAL

Popis výsledku v původním jazyce

The staff of universities in the Czech Republic have an obligation to regularly monitor the quality of education they provide to students. Different scale questionnaires are most often used for these purposes. However, the questionnaires do not allow to detect hidden inner meanings that students subjectively attach to rated aspects of university education. In the context of pedagogical evaluation we consider it appropriate to apply various techniques that contribute to triangulate our findings. For this reason, we have decided to apply semantic differential in the evaluation of quality at our university department. We have applied the tool ATER (Attitudes towards Educational Reality by M. Chráska), which has been validated and proved its permanent reliability in the Czech educational environment. This tool allows us to assess selected constructs in terms of two factors, namely Factor of assessment and Factor of energy. With its use, we are able to determine how students perceive selected conceptual indicators in terms of positivity - negativity, and also in terms of simplicity - difficulty. The aim of this study is to highlight the possibilities of semantic differential in the area of student evaluation of the quality of university education. Semantic differential seems an appropriate evaluation method. With its use, we are able to capture another dimensions of quality in comparison with a questionnaire.

Název v anglickém jazyce

STUDENT EVALUATION OF THE QUALITY OF UNIVERSITY EDUCATION WITH THE USE OF SEMANTIC DIFFERENTIAL

Popis výsledku anglicky

The staff of universities in the Czech Republic have an obligation to regularly monitor the quality of education they provide to students. Different scale questionnaires are most often used for these purposes. However, the questionnaires do not allow to detect hidden inner meanings that students subjectively attach to rated aspects of university education. In the context of pedagogical evaluation we consider it appropriate to apply various techniques that contribute to triangulate our findings. For this reason, we have decided to apply semantic differential in the evaluation of quality at our university department. We have applied the tool ATER (Attitudes towards Educational Reality by M. Chráska), which has been validated and proved its permanent reliability in the Czech educational environment. This tool allows us to assess selected constructs in terms of two factors, namely Factor of assessment and Factor of energy. With its use, we are able to determine how students perceive selected conceptual indicators in terms of positivity - negativity, and also in terms of simplicity - difficulty. The aim of this study is to highlight the possibilities of semantic differential in the area of student evaluation of the quality of university education. Semantic differential seems an appropriate evaluation method. With its use, we are able to capture another dimensions of quality in comparison with a questionnaire.

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2016

Kód důvěrnosti údajů

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

Název statě ve sborníku

END 2016 International Conference on Education and New Developments

ISBN

978-989-99389-8-4

ISSN

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e-ISSN

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Počet stran výsledku

3

Strana od-do

290-292

Název nakladatele

Wiars

Místo vydání

Ljubljana

Místo konání akce

Ljubljana

Datum konání akce

12. 6. 2016

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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