Študentske evalvacijske ankete

interpretacija mejnih vrednosti povprečij na ordinalnih merskih lestvicah

Andreja Praček (Author), Vasja Vehovar (Mentor)

Abstract

Študentske evalvacijske ankete so pomembno merilo kakovosti poučevanja v terciarnem izobraževanju, saj se med drugim uporabljajo tudi pri odločanju o napredovanju in zaposlovanju pedagogov, čeprav imajo vrsto metodoloških težav. Ena izmed njih je pomanjkanje ustreznih usmeritev za interpretacijo odgovarjajočih rezultatov. V tem okviru želimo v diplomskem delu analizirati, katere vrednosti na ordinalnih merskih lestvicah se uporabljajo kot mejne pri interpretaciji povprečnih ocen študentskih evalvacijskih anket. V teoretičnem delu problematiko sistematično pregledamo, v empiričnem pa proučimo spletne strani 1.300 najuglednejših univerz in izvedemo analizo 23 univerz, ki so sodelovale v preliminarni oziroma pilotni študiji. Ugotavljamo, da imajo analizirane univerze odgovarjajoče mejne vrednosti opredeljene presenetljivo redko, še redkeje pa so objavljene. Na osnovi empiričnih rezultatov smo identificirali štiri skupine mejnih vrednosti, ki smo jih poimenovali "kritično nizko", "nizko", "pozitivno" in "odlično". V teh skupinah se najpogosteje pojavljajo naslednje mejne vrednosti, preračunane na lestvico od 1 do 5: povprečne ocene, nižje od 3,0 ali 3,5 (dva modusa), so "kritično nizke"; ocene, nižje od 3,5, so "nizke"; "pozitivne" ocene se začnejo pri 4,0; "odlične" pa pri 4,5. Navedene mejne vrednosti iz empirične raziskave so bistveno višje kot v literaturi, ki je torej v tem pogledu manj stroga. Kriteriji na Univerzi v Ljubljani le deloma sovpadajo z mejnimi vrednostmi iz empirične raziskave in imajo precej posebnosti.

Keywords

študentske evalvacijske ankete;mejne vrednosti;univerze;ordinalna lestvica;Diplomska dela;

Data

Language:	Slovenian
Year of publishing:	2021
Typology:	2.11 - Undergraduate Thesis
Organization:	UL FDV - Faculty of Social Sciences
Publisher:	[A. Praček]
UDC:	303.62-057.875(043.2)
COBISS:	74271747
Views:	376
Downloads:	99
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Student evaluation of teaching: the interpretation of ordinal measurement scales’ average benchmarks
Secondary abstract:	Student evaluation of teaching is an important measurement of teaching quality in tertiary education, as it is used for decision-making regarding evaluated teachersʼ promotions or even contract terminations despite numerous methodological limitations, such as the lack of adequate guidance for the interpretation of its results. Therefore, this thesis aims to analyse which values on ordinal measurement scales are used as benchmarks when interpreting average scores of the aforementioned evaluations. The theoretical part systematically reviews this subject, while the empirical part analyses the websites of 1,300 most reputable universities and offers an analysis conducted of 23 universities that participated in our preliminary or pilot study. Universities rarely identify or publish their benchmarks; nevertheless, we identified four groups of benchmarks based on the empirical results, which we name as "critically low", "low", "positive", and "excellent". In these groups, the following benchmarks, calculated on a scale of 1 to 5, occur most frequently: average scores lower than 3.0 or 3.5 (two modes) are "critically low", scores lower than 3.5 are "low", "positive" scores start at 4.0 and "excellent" at 4.5. These benchmarks are significantly higher than those mentioned in the literature, which appears to be less strict. The University of Ljubljanaʼs benchmarks only partially coincide with those from the empirical research and have many peculiarities.
Secondary keywords:	student evaluation of teaching;benchmarks;universities;ordinal scale;Ankete;Surveys;Študenti;Students;Vrednotenje;Evaluation;Graduate theses;
Type (COBISS):	Bachelor thesis/paper
Study programme:	0
Embargo end date (OpenAIRE):	1970-01-01
Thesis comment:	Univ. v Ljubljani, Fak. za družbene vede
Pages:	67 str.
ID:	13116262