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Campo DC | Valor | Lengua/Idioma |
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dc.contributor.author | Ghislandi, Patrizia Maria Margherita | - |
dc.contributor.author | Raffaghelli, Juliana Elisa | - |
dc.contributor.author | Sangrà, Albert | - |
dc.contributor.author | Ritella, Giuseppe | - |
dc.contributor.other | University of Trento | - |
dc.contributor.other | Universitat Oberta de Catalunya. Estudis de Psicologia i Ciències de l'Educació | - |
dc.contributor.other | University of Helsinki | - |
dc.date.accessioned | 2023-06-07T07:14:11Z | - |
dc.date.available | 2023-06-07T07:14:11Z | - |
dc.date.issued | 2020-06-02 | - |
dc.identifier.citation | Ghislandi, P., Raffaghelli, J.E., Sangrà, A. & Ritella, G. (2020). The Street Lamp Paradox: Analysing Students' Evaluation of Teaching through Qualitative and Quantitative Approaches. Journal of Educational Cultural and Psychological Studies, (21), 65-85. doi: 10.7358/ecps-2020-021-ghis | - |
dc.identifier.issn | 2037-7932MIAR | - |
dc.identifier.uri | http://hdl.handle.net/10609/147886 | - |
dc.description.abstract | This paper presents a study about Students Evaluation of Teaching (SET). Student surveys delivered at the end of the academic course is an approach currently applied in all Italian university courses. However, the quality of teaching is a multi-layered phenomenon whose evaluation might require additional methods. In this study, concerning a course offered during the academic year 2016/2017, we propose the qualitative analysis of students’ final essays, which includes the students’ opinion about teaching quality. The qualitative evaluation of teaching is then compared with the results of the standard SET survey. 48 students filled in the survey, while 47 delivered their final essay (a corpus of about 650 text pages). Our study shows that while the standard survey provides an overall picture useful at institutional level for Quality Assurance (QA), the qualitative approach captures an accurate account of students’ reactions, sensitive to the pedagogical approach adopted. This provides additional information on the students’ perspectives regarding the specific features of the course. Our case study suggests that the integration of traditional SET survey with qualitative teaching evaluation approaches, at least for innovative courses based on socio-constructivist learning, might provide information, overlooked in the Italian SET survey, that is useful for Quality Enhancement (QE) of teaching. | en |
dc.format.mimetype | application/pdf | ca |
dc.language.iso | eng | ca |
dc.publisher | LED Edizioni Universitarie | ca |
dc.relation.ispartof | Journal of Educational Cultural and Psychological Studies,2020, 21 | - |
dc.relation.ispartofseries | ;21 | - |
dc.relation.uri | https://doi.org/10.7358/ecps-2020-021-ghis | - |
dc.rights | CC BY-NC-ND | - |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | - |
dc.subject | qualitative evaluation of teaching | en |
dc.subject | quality assurance | en |
dc.subject | quality enhancement | en |
dc.subject | socio-constructivist learning | en |
dc.subject | student evaluation of teaching | en |
dc.subject | evaluación cualitativa de la docencia; | es |
dc.subject | seguro de calidad | es |
dc.subject | mejora de la calidad | es |
dc.subject | aprendizaje socioconstructivista; | es |
dc.subject | evaluación de la docencia por parte de los estudiantes | es |
dc.subject | avaluació qualitativa de la docència | ca |
dc.subject | garantia de qualitat | ca |
dc.subject | millora de la qualitat | ca |
dc.subject | aprenentatge socioconstructivista | ca |
dc.subject | avaluació de la docència de l'alumnat | ca |
dc.title | The Street Lamp Paradox: Analysing Students’ Evaluation of Teaching through Qualitative and Quantitative Approaches | ca |
dc.type | info:eu-repo/semantics/article | ca |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | - |
dc.identifier.doi | https://doi.org/10.7358/ecps-2020-021-ghis | - |
dc.gir.id | AR/0000007943 | - |
dc.type.version | info:eu-repo/semantics/publishedVersion | - |
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