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Student Self-assessment of English Language Level
Králová, Kateřina ; Voňková, Hana (advisor) ; Štípek, Jiří (referee) ; Vlčková, Kateřina (referee)
v anglickém jazyce This thesis deals with the self-assessment of the level of English language of upper-secondary school pupils (ISCED 3). Self-assessment questions are often used in pedagogical research, both in the Czech Republic and at the international level (e.g. PISA, TIMSS, ICILS). At the same time, they often contain a rating scale for recording the answer. However, for a direct comparison of the answers obtained, all respondents must understand both the question asked and individual points on the scale in the same way. Literature and research deal with heterogeneity in reporting behavior or differential item functioning. One possible solution is the anchoring vignette method. The aim of the thesis is to analyze the differences in adjusted and unadjusted subjective self-assessments of respondents. The theoretical part consists of two chapters. In the first chapter, different levels of knowledge of language skills and their possible measurement methods are discussed. One of the methods is self-assessment, which is defined in the work and the issue of the incomparability of respondents' statements is presented. In the second chapter, the anchoring vignette method is described. The empirical part describes the research study carried out at upper-secondary vocational schools of various types...
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The Anchoring Vignette Method and its use for increasing the comparability of self-assessments of ICT knowledge and skills
Hrabák, Jan ; Voňková, Hana (advisor) ; Černochová, Miroslava (referee) ; Prokýšek, Miloš (referee)
This dissertation deals with the use of the Anchoring Vignette Method in educational research carried out to establish the level of information and communication technology (ICT) knowledge and skills, with the focus on Czech upper-secondary school students. The theoretical part describes curricular documents that define the ICT knowledge and skills. In the Czech Republic that means mainly the Framework Educational Programmes. Attention is also paid to the international document DigComp. The Anchoring Vignette Method with the focus on nonparametric approach of this method is described in detail too. The author also provides an overview of available Czech and foreign bibliography on ICT knowledge and skills research - including the International Computer and Information Literacy (ICILS, 2013 and 2018) - and on the use of the Anchoring Vignette Method in educational research. The empirical part includes the description of the steps taken in formulating anchoring vignettes, this being an integral part of the Anchoring Vignette Method, in accordance with the curricular documents of the Czech Republic, and the steps taken while formulating anchoring vignettes on the basis of the international document DigComp. The verification of the fulfilment of the Anchoring Vignette Method assumptions (vignette...
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Student self-control as an educational topic: the issue of measurement using self-report questionnaires
Papajoanu, Ondřej ; Bendl, Stanislav (advisor) ; Vališová, Alena (referee) ; Štípek, Jiří (referee)
Self-control is a key non-cognitive skill, which is frequently measured using self-report questionnaires containing items with rating scales. Such data, however, can be hindered by the differences in scale usage among respondents. This may lead to erroneous conclusions when comparing different groups of respondents. The aim of the thesis is to analyze the differences in self-control among students from different Czech upper-secondary schools based on their (unadjusted) self-reports and self-reports adjusted for the differences in scale usage using the anchoring vignette method. The empirical part of the thesis comprises two studies. In the first (pilot) study, we translate a scale to measure self-control, create anchoring vignettes and focus on the verification of the method's basic assumptions using the data from questionnaires and interviews with students. In the second (main) study, we compare the (un-)adjusted self-reports of self-control and the assessment of the vignettes between students from the selected upper- secondary schools of a different type in Prague (N = 312). We found differences in evaluation standards between students from different types of schools. Differences in scale usage among respondents indeed represent a real threat when comparing student self-reports of self-control....
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