Publication at Faculty of Education |
2010
Abstract
Czech schools lack reliable tools usable for their work with feedback. The method of semantic differential in the form of ATER offers measurement of pupils´ attitudes towards particular concepts of educational reality.
Using the example from three schools, results of its use are introduced. Their comparison in the form of anonymous feedback is a valuable source of information for school self-evaluation.
The presented text analyses the method of semantic differential while comparing Osgood original work with ATER adaptation in a detailed way. Through presented examples it concludes more general possibilities of use during school self-evaluation.