Analýza metodologických přístupů k výzkumu chování žáků ve školách: problematika neporovnatelnosti žákovského sebehodnocení

Stanislav Bendl, Hana Voňková, Ondřej Papajoanu, Eva Vaňkátová

Abstrakt

Problematika měření výstupů školního vzdělávání je velice podstatná jak pro výzkumníky, tak pro pedagogy z praxe. Můžeme rozlišit dva hlavní typy výstupů: výstupy v oblasti studijních výsledků (např. v matematice, informačních a komunikačních technologiích či dějepisu) a výstupy v oblasti chování (školní kázeň). Oba typy výstupů jsou ve škole hodnoceny a známkovány. Pokud bychom však nechali různé učitele hodnotit znalosti a dovednosti stejných žáků, jejich hodnocení by se nezřídka lišilo, což se týká i hodnocení chování žáků. Vyvstává tak následující otázka: Jak přesně měříme výstupy školního vzdělávání? Tato studie má následující cíle: (a) popsat běžně užívané metodologické přístupy k měření chování žáků ve školách a diskutovat jejich výhody a nevýhody. Konkrétně se studie zaměřuje na analýzu školní dokumentace, rozhovory, pozorování a dotazníková šetření. Sekce zabývající se školní dokumentací obsahuje empirickou analýzu školní dokumentace vybraných českých škol; (b) navrhnout inovativní přístup k měření chování žáků ve školách, který by kombinoval žákovské sebehodnocení a žákovské vzájemné hodnocení s metodou ukotvujících vinět s cílem zlepšení porovnatelnosti získaných dat.

Klíčová slova

školní kázeň, studijní výsledky, sebehodnocení, zkreslení, metoda ukotvujících vinět

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Reference

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https://doi.org/10.5817/PedOr2018-4-627


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