An Examination of Different Methodological Approaches in Student School Behavior Research: The Issue of the Incomparability of Student Self-assessments
Abstrakt
The issue of school educational outcomes measurement is of great concern to both researchers and practitioners. We can distinguish two main types of outcomes: outcomes in the domain of academic achievement (e.g., mathematics, information and communication technologies, and history) and outcomes in the behavioral domain (school discipline).
Both types of outcomes are assessed and graded in schools. However, if we were to let different teachers assess the same students' knowledge and skills, their assessment would frequently differ and the same applies to their assessments of student behavior.
The following question arises: How accurately do we measure school educational outcomes? In our study we aim to address the following issues: (a) describe the most commonly used methodological approaches to student school behavior measurement and discuss their strengths and weaknesses. Speciically, we focus on school documentation analysis, interviews, observations, and questionnaire surveys.
The section about school documentation analysis focuses on empirical analysis of the selected school documents of particular Czech schools; (b) propose an innovative approach to student school behavior measurement combining student self-reports and peer-reports with the anchoring vignette method to enhance data comparability.