izpis_h1_title_alt

Časovna umestitev izvajanja študentskih evalvacijskih anket : diplomsko delo
ID Štrlekar, Luka (Author), ID Vehovar, Vasja (Mentor) More about this mentor... This link opens in a new window, ID Mirazchiyski, Plamen (Co-mentor)

.pdfPDF - Presentation file, Download (1,09 MB)
MD5: E6CB9FD26EDACD9F608D470C198F58F9

Abstract
Študentske evalvacijske ankete so uveljavljeno merilo uspešnosti poučevanja na skoraj vseh univerzah po svetu. Prav tako so predmet preučevanja mnogih družboslovnih raziskav, s številnimi metodološkimi polemikami. Diplomsko delo obravnava specifično administrativno vprašanje, in sicer, kdaj natančno izvesti študentske evalvacijske ankete: preko semestra, pred zaključnim izpitom ali po zaključnem izpitu. To je izjemno pomembno administrativno in praktično vprašanje, ki sproža tudi resne metodološke pomisleke. Pregled literature pokaže, da je tej problematiki posvečeno presenetljivo malo pozornosti. Le 32 empiričnih študij, ki so večinoma odkrile razmeroma majhne razlike, je obravnavalo učinke različnih časovnih okvirov izvedbe evalvacij. V empiričnem delu so analizirani podatki (n = 5.036) eksperimenta z izbrane univerze. Eksperiment je vključeval ponovitev sedmih, na predmet vsebinsko vezanih, postavk v študentskih evalvacijskih anketah pred zaključnim izpitom in po objavi ocen. Opaziti je bilo statistično značilno povečanje skupnega zadovoljstva študentov v anketi po izpitu, kar je delno pojasnjeno z izkušnjo na izpitu. Po drugi strani pa korelacije med postavkami ponovljenimi pred in po izpitu (mediana r = 0,49) pokažejo znatno nestabilnost odzivov študentov in relativno nizko zanesljivost ponovnega testiranja. Poleg tega je bila v anketi po izpitu kakovost odgovorov nižja. Te ugotovitve nasprotujejo postavljanju glavnine vprašanj, vezanih na predmet, v anketo po izpitu, medtem ko vprašanj, povezanih z izpitom, ni mogoče postaviti v anketi pred izpitom. Z metodološkega vidika se tako zdi, da študentske evalvacijske ankete, izvedene tako pred kot tudi po zaključnem izpitu, ponujajo najbolj celovit vpogled v študentsko evalvacijo poučevanja.

Language:English
Keywords:študentske evalvacijske ankete, izvedba, časovna umestitev, izpitne ocene
Work type:Bachelor thesis/paper
Typology:2.11 - Undergraduate Thesis
Organization:FDV - Faculty of Social Sciences
Place of publishing:Ljubljana
Publisher:[L. Štrlekar]
Year:2021
Number of pages:78 str.
PID:20.500.12556/RUL-128406 This link opens in a new window
UDC:303.833.3--057.875(043.2)
COBISS.SI-ID:70690051 This link opens in a new window
Publication date in RUL:11.07.2021
Views:1690
Downloads:123
Metadata:XML RDF-CHPDL DC-XML DC-RDF
:
Copy citation
Share:Bookmark and Share

Secondary language

Language:Slovenian
Title:When to administer student evaluations of teaching
Abstract:
Student evaluation of teaching is an established measure of teaching performance in nearly every university worldwide. It is also a subject of challenging social science research, with several methodological controversies. This diploma thesis addresses the specific administrative issue of when to conduct student evaluation surveys: throughout the semester, before the final exam, or after the final exam. This issue is an extremely important administrative and practical question that raises various methodological concerns. A literature review shows that surprisingly little attention has been paid to this issue. Only 32 studies have addressed the effects of different timings, and they generally found relatively few effects. In the empirical part, the data (n = 5.036) from an experiment at a selected university were analyzed. The experiment involved the replication of seven course-related items before the final exam and again after the exam grades were released to students. A statistically significant increase was found in the overall satisfaction in the post-exam survey, which can be partially explained by the exam experience. Test–retest correlations (median r = 0,49) showed considerable instability of responses and relatively low retest reliability. In addition, response quality was lower in the post-exam survey. These findings speak against asking the bulk of course-related questions after the exam, whereas exam-related aspects cannot be asked before the exam. From a methodological point of view, it thus seems that student evaluation surveys conducted before and again after the final exam provide the most comprehensive insight into student evaluation of teaching.

Keywords:student evaluation of teaching, administration, timing, exam grades

Similar documents

Similar works from RUL:
Similar works from other Slovenian collections:

Back