K využití sémantického diferenciálu při autoevaluaci školy

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.