2020
DOI: 10.7358/ecps-2020-021-ghis
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The Street Lamp Paradox: Analysing Students’ Evaluation of Teaching through Qualitative and Quantitative Approaches

Abstract: The Effect of Conflict Cognitive Strategy in Inquiry-based Learning on Preservice Teachers' Critical Thinking Ability (L'effetto della strategia cognitiva del conflitto sull'apprendimento centrato sull'abilità di pensiero critico degli insegnanti in formazione)

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Cited by 11 publications
(12 citation statements)
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References 34 publications
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“…Based on the course evaluations, we want to evolve the developed courses longitudinally and iteratively (cf. [ 12 , 13 ]). Furthermore, the feedback supports the future workplan in regards to creating new courses and content, especially to address the interested public, and thus advance the transfer of knowledge from research to society.…”
Section: Discussionmentioning
confidence: 99%
See 1 more Smart Citation
“…Based on the course evaluations, we want to evolve the developed courses longitudinally and iteratively (cf. [ 12 , 13 ]). Furthermore, the feedback supports the future workplan in regards to creating new courses and content, especially to address the interested public, and thus advance the transfer of knowledge from research to society.…”
Section: Discussionmentioning
confidence: 99%
“…The type of evaluation determines whether it is a formative or summative evaluation of the course. The evaluation method defines whether a quantitative or qualitative evaluation is to be conducted [ 13 ]. The evaluation object defines which unit is evaluated, such as course content, lecturers, or E-tivities.…”
Section: Methodsmentioning
confidence: 99%
“…Second, the evaluation method is either quantitative or qualitative. Both methods offer distinct advantages, e.g., to openly assess the subjective experiences of learners with more degrees of freedom, qualitative evaluation should be preferred [11]. However, if we want to assess general satisfaction in a standardised way, a quantitative survey may better meet the need of the evaluation goals.…”
Section: Discussionmentioning
confidence: 99%
“…La evaluación docente llevada a cabo por las Universidades suele centrarse en la aplicación de cuestionarios al estudiantado sobre determinados ítems referidos a la actuación docente, cuyos resultados son fácilmente cuantificables y permiten situar al profesorado en una escala determinada. Este tipo de evaluación docente ha sido analizada y criticada en numerosas ocasiones (cfr., por ejemplo, Ghislandi, Raffaghelli, Sangrà, & Ritella, 2020;Moreno Olivos, 2018), aduciendo que dichas evaluaciones son más útiles para la administración universitaria que para la mejora de la calidad de enseñanza y que, en todo caso, ofrecen datos descontextualizados y de baja densidad. El diario de los estudiantes, por el contrario, permite al profesorado visualizar cómo discurre el curso, qué contenidos ofrecen una mayor dificultad o necesitarían de explicaciones más detalladas y hasta qué punto se estimula la reflexión y el trabajo de los estudiantes.…”
Section: El Diario Como Instrumento De Evaluaciónunclassified