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Evaluation of Higher Education Teaching with the Questionnaire Student Response to Instruction

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dc.title Evaluation of Higher Education Teaching with the Questionnaire Student Response to Instruction en
dc.contributor.author Kočvarová, Ilona
dc.contributor.author Majerčíková, Jana
dc.relation.ispartof ICERI2015: 8th International Conference of Education, Research and Innovation
dc.identifier.issn 2340-1095 Scopus Sources, Sherpa/RoMEO, JCR
dc.identifier.isbn 978-84-608-2657-6
dc.date.issued 2015
dc.citation.spage 6155
dc.citation.epage 6163
dc.event.title 8th International Conference of Education, Research and Innovation (ICERI)
dc.event.location Seville
utb.event.state-en Spain
utb.event.state-cs Španělsko
dc.event.sdate 2015-11-16
dc.event.edate 2015-11-20
dc.type conferenceObject
dc.language.iso en
dc.publisher International Academy of Technology, Education and Development (IATED)
dc.relation.uri https://library.iated.org/publications/ICERI2015
dc.subject pedagogical evaluation en
dc.subject higher education teaching en
dc.subject students' feedback en
dc.subject questionnaire en
dc.subject validity en
dc.subject reliability en
dc.subject statistical analysis en
dc.description.abstract The evaluation of teaching quality by students is currently a common event at universities. There are many different methods of getting feedback from students. Various forms of questionnaires belong to the most commonly used methods, because they are practical. The need to streamline the process of evaluation of teaching at a specific university department resulted in a year-long project which was aimed at testing a new evaluation system using the questionnaire Student Response to Instruction. The questionnaire was first validated in 2004 in the Czech university environment. It focuses on individual school subjects and their teachers. It monitors the following areas: understandability of teacher's explanation, preparation for classes, timekeeping, teacher's attitude to students, feedback in the classroom, interaction in the classroom, stimulating students' interests and global ratings. The study aims to evaluate the usability of the tested questionnaire in the current conditions of the selected university department. The secondary objective is to present the results of evaluation achieved by applying this evaluation tool in the academic year 2014/15. We concentrate on the actual assessment of the questionnaire's validity and reliability. We present descriptive and inductive statistical analysis. Furthermore, we present proven methods by which we were able to increase students' interest in the evaluation of teaching, while ensuring the most relevant statements from their side. We also concentrate on the limits that are within the application of the questionnaire in practice. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1006623
utb.identifier.obdid 43874316
utb.identifier.wok 000377304006035
utb.source d-wok
dc.date.accessioned 2016-09-21T13:12:25Z
dc.date.available 2016-09-21T13:12:25Z
utb.contributor.internalauthor Kočvarová, Ilona
utb.contributor.internalauthor Majerčíková, Jana
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