Educators should always try to evaluate their performance through reflecting, assessing students’ academic achievements and, finally, asking their students about particular elements of their school experiences. This is especially true when it comes to such important aspects as the quality of instruction, curriculum, assessment and so on. Teachers can use such tools as the survey to elicit students’ views on the matter.
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This method enables the teacher to identify the views of a significant number of students within a short period. Of course, it is vital to make sure that the questionnaires address a specific number of issues that may need some adjustments. The students’ perspective will be instrumental in changing some teaching strategies and becoming a more effective educator. It is essential to make sure that the questions put are clear and unbiased. This paper includes a set of questionnaires that can help a teacher to analyze some teaching practices used.
The questionnaire focuses on the analysis of the frequency of teachers’ behavior and choices. This focus will enable students to evaluate teaching practices more effectively. Students can find it difficult to choose whether they agree or disagree with something, but they are likely to choose the answer easily if it deals with the frequency of some actions.
At the same time, the teacher will be able to analyze students’ viewpoints on various aspects. For example, if the majority of students choose ‘always’ for the question concerning the use of too complicated words, the teacher will have to revise instructions and make them more understandable. It is necessary to note that the instructions for the survey completion include some information on the aim of the research. This data will make students more willing to participate and choose answers that truly reveal their viewpoints. The questionnaires are provided in a table, which makes it easier to navigate and complete.
You will be asked 20 questions concerning some aspects of the teaching strategies used in class. This survey will cover such topics as the effectiveness of instruction, assessment, content and curriculum, instructional materials and tools. Your answers will help me develop effective methods and strategies that will allow us to achieve our goals. In simple terms, you get a chance to teach me how to teach you. Remember that I would like to know what you think as it will help me develop more effective teaching methods.
Please choose the number (by crossing it out or circling it) that best corresponds to your opinion.
|Questionnaire 1: The Effectiveness of instruction|
|1. Instructions given are detailed enough to complete a task.||always||often||quite often||seldom||never|
|2. Instructions contain unknown notions and/or words.||always||often||quite often||seldom||never|
|3. Instructions are too wordy, and it is not clear what exactly should be done.||always||often||quite often||seldom||never|
|4. Instructions are too vague, and it is not clear what exactly should be done.||always||often||quite often||seldom||never|
|5. Instructions are poorly structured (no bullet points, paragraphs, and so on), and it is hard to identify what exactly is needed.||always||often||quite often||seldom||never|
|Questionnaire 2: The effectiveness of assessment and evaluation|
|6. The evaluation criteria do not correspond to the instructions provided.||always||often||quite often||seldom||never|
|7. The teacher is very demanding as there are a few (or even no) As.||always||often||quite often||seldom||never|
|8. The criteria of assessment are unclear or not provided.||always||often||quite often||seldom||never|
|9. The teacher does not pay attention to important aspects of the work, which results in poorer grades.||always||often||quite often||seldom||never|
|10. The teacher does not explain the grades given and/or does not provide a grading rubric.||always||often||quite often||seldom||never|
|Questionnaire 3: The effectiveness of content and curriculum|
|11. The topics discussed are very interesting and relevant.||always||often||quite often||seldom||never|
|12. The materials provided are very interesting, helpful and informative.||always||often||quite often||seldom||never|
|13. The materials provided do not help me understand topics/phenomena/concepts (and so on) studied in class.||always||often||quite often||seldom||never|
|14. The teacher gives too many readings, and many of them are not helpful.||always||often||quite often||seldom||never|
|15. The teacher gives readings that have too many unknown words and notions.||always||often||quite often||seldom||never|
|Questionnaire 4: The effectiveness of instructional materials and tools|
|16. The teacher provides instructions written on the board, or in handouts, and so on.||always||often||quite often||seldom||never|
|17. The teacher explains the instructions rewording them.||always||often||quite often||seldom||never|
|18. The teacher provides an example of a completed task that is similar to the one given.||always||often||quite often||seldom||never|
|19. The teacher provides templates for completing tasks.||always||often||quite often||seldom||never|
|20. The teacher provides handouts with tips or writes down some major points on the board.||always||often||quite often||seldom||never|