Journalartikel

Jahr der Veröffentlichung: 2012

Seiten: 1-18

Zeitschrift: Educational Research Review

Bandnummer: 7

Heftnummer: 1

ISSN: 1747-938X

DOI Link: https://doi.org/10.1016/j.edurev.2011.11.005

Verlag: Elsevier

Abstract: 

This paper provides a theoretical review of self-rated competences
questionnaires. This topic is influenced by the ongoing world-wide
reform of higher education, which has led to a focus on the learner
outcomes of higher education. Consequently, questionnaires on self-rated
competences have increasingly been employed. However, self-ratings are
often criticised for their lack of validity. Our intention is to outline
some principles of good questionnaire design and to use these
principles to contrast questionnaires on self-rated competences. We
begin with an overview of research about questionnaire design. Then we
introduce seven questionnaires and portray them in terms of their design
characteristics. A comparison reveals some significant points:
biographical data need to be handled more carefully, and there is an
overuse of vague and abstract language. On the positive side, all of the
questionnaires that were examined provide reliable sub-scales covering
important facets of competences.

Harvard-Zitierstil: Braun, E., Woodley, A., Richardson, J. and Leidner, B. (2012) Self-rated competences questionnaires from a design perspective, Educational Research Review, 7(1), pp. 1-18. https://doi.org/10.1016/j.edurev.2011.11.005

APA-Zitierstil: Braun, E., Woodley, A., Richardson, J., & Leidner, B. (2012). Self-rated competences questionnaires from a design perspective. Educational Research Review. 7(1), 1-18. https://doi.org/10.1016/j.edurev.2011.11.005