Salīdzināt metodes
Apskatiet izvēlētās metodes blakus; rindas, kas atšķiras, ir izceltas.
| Skala efektivitātes mācīšanā× | Studentu iesaistes skala× | |
|---|---|---|
| Nozare | Pedagoģiskā psiholoģija | Pedagoģiskā psiholoģija |
| Saime | Process / pipeline | Process / pipeline |
| Izcelsmes gads≠ | 1982 | 2004 |
| Autors≠ | Herbert Marsh | Jennifer Fredricks, Phyllis Blumenfeld, Alison Paris |
| Tips≠ | Teacher effectiveness rating scale | Multidimensional engagement assessment |
| Pirmavots≠ | Marsh, H. W. (1982). SEEQ: a reliable, valid, and useful instrument for collecting students' evaluations of university teaching. British Journal of Educational Psychology, 52(1), 77-95. DOI ↗ | Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. DOI ↗ |
| Citi nosaukumi | TES, Instructor Effectiveness Rating | SES, Academic Engagement Measure |
| Saistītās | 4 | 4 |
| Kopsavilkums≠ | The Teaching Effectiveness Scale (TES) is a validated instrument designed to measure students' perceptions of instructor effectiveness across multiple dimensions. The most widely known version, the Student Evaluation of Educational Quality (SEEQ), developed by Marsh (1982), assesses nine dimensions of teaching including learning value, enthusiasm, organization, group interaction, and course difficulty, providing comprehensive feedback on instructor performance. | The Student Engagement Scale (SES) measures the extent to which students are actively involved in academic and social aspects of school or university life. Grounded in Fredricks et al.'s multidimensional framework, the instrument assesses behavioral engagement (participation, attendance, effort), emotional engagement (interest, belonging, enthusiasm), and cognitive engagement (mental effort, deep thinking, persistence). High engagement is consistently associated with better learning outcomes and well-being. |
| ScholarGateDatu kopa ↗ |
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