Title Retail Sector Competencies: Developing self and social competencies in vocational training for the retail sector
Project Number DE/11/LLP-LdV/TOI/147405
Product Development of evaluation instruments
Title Development of evaluation instruments
Product Type evaluation methods
Working package no. 7 required an adaption of the former project documents, the questions for the open teacher-interview as well as the standardized questionnaire for the involved students. The main aim of this empirical survey is the evaluation based on the new contents within the adapted teaching-learning arrangement (see also working package no 9). On the one hand, information about the involved teachers’ opinion concerning the teaching materials’ practical use in school should derive from this investigation. On the other hand, the students’ acceptance, motivation and success in learning are tested throughout this procedure.
Planning horizon for the survey of the persons involved and the following analyses was a two month period from February 2013 until March 2013.
Within the preparation phase, the investigators focus was on screening relevant research literature, planning of analysis and finalization of the two survey instruments acquired for this transfer project.
The analysis and acquisition of what happened during the school lessons is a highly complex matter of investigation, which has been discussed in science for a substantial period of time. As a result, there was an ongoing controversy concerning the methods of analyzing data. The intensively discussed question was whether “quantitative” or “qualitative” methods are appropriate or – then again – learning focused models should be the center of consideration. Stachowiak (1980) gives a general orientation by stating, that none of the chosen models can ever represent the whole fullness of “original attributes”. Only those are implemented, which are important to the interviewee.
Within this evaluation, different survey instruments were used in devotion to the unequal number of interviewed teachers and students and the divergent aims of interrogation and scientific interest. A semi standardized survey was chosen for the teachers’ interrogation, as it was done before in working package no 6. Therefore, questions were developed at the meeting in Bergamo, Italy. This method of interrogation created two advantages. On the one hand, it was possible to ask questions spontaneously, without interrupting the native flow of conversation. On the other hand, it allowed the interviewed teachers’ to talk freely and without limitation about difficulties, successes and suggestions of improvement concerning the teaching material. Beyond that, a survey instrument needed to be developed for the second target group namely the students. Therefore, in devotion to the higher volume of cases and the divergent intention of science, a standardized questionnaire proved to be appropriated. A critical reflection would cause difficulties with respect to the students’ missing awareness of the EU-Innovation transfer project. Apart from the previous analysis of the teachers’ experiences, the perceived reality of the students should be analyzed by perception of developed categories. Therefore, the center of consideration should be the involved students’ motivation concerning the teaching learning arrangements implemented in school (category 1). In addition, the acceptance of self- and social competencies were under investigation. The focus of category 2 was on the relevant items duration, comprehensibility and accessibility. In conclusion, the self-evaluation of performance (category 3) was investigated. In doing so, the outcome was a formative learning process guiding evaluation. Throughout this, a so called before-after comparison from the perspective of the single individual is possible.
Target group The target group consists of teachers and students who are participating in the implementation of the teaching-learning arrangement in school practice in the retail sector.
The semi standardized interview guideline was developed by all participants on the basis of the set of goals fixed in the project application. Thereby, it is structured in three parts. The questionnaire starts with an introduction, explaining the background and aims of the project to the reader. The interview starts with general questions concerning the importance of self- and social competencies in the retail sector. The following two parts refer to a specific existing teaching-learning arrangement. The center of consideration are questions linked to special difficulties, the use in school practice, suggestions of improvement and notable successes in learning for the students. During the interview, the participants have the chance to access the teaching-learning arrangement, which were implemented in practice of teaching in schools. Thus, it helps to bring the idea behind those teaching material in mind.
The final standardized questionnaire for involved students covers 14 to 15 questions for each teaching-learning arrangement, which makes it a practical volume. The selected language was on the students’ level to avoid uncertainties about technical terms and foreign words. A four step likert scale was introduced to measure the attitude from the positive (“agree”) to the negative (“do not agree”) extreme. A neutral position in the middle of the likert-scale was explicitly excluded. Many test persons tend to use this option to finish in a short period of time.
Both evaluation instruments were translated into the specific national languages, after all project participants agreed on the working packages’ content. The execution of the evaluation could take place in spring, as it was planned.
Area of application
Product Languages English