Measuring Student Engagement
Assessing student engagement is seen as an essential step towards a school becoming a successful proponent. Critical educators have raised concerns that definitions and assessments of student engagement are often exclusive to the values represented by dominant groups within the learning environment where the analysis is conducted.
There are several methods to measure student engagement. They include self-reporting, such as surveys, questionnaires, checklists and rating scales. Researchers also use direct observations, work sample analyses, and focused case studies.
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Famous quotes containing the words measuring, student and/or engagement:
“Man always made, and still makes, grotesque blunders in selecting and measuring forces, taken at random from the heap, but he never made a mistake in the value he set on the whole, which he symbolized as unity and worshipped as God. To this day, his attitude towards it has never changed, though science can no longer give to force a name.”
—Henry Brooks Adams (1838–1918)
“Adolescents have the right to be themselves. The fact that you were the belle of the ball, the captain of the lacrosse team, the president of your senior class, Phi Beta Kappa, or a political activist doesn’t mean that your teenager will be or should be the same....Likewise, the fact that you were a wallflower, uncoordinated, and a C student shouldn’t mean that you push your child to be everything you were not.”
—Laurence Steinberg (20th century)
“Pardon me, you are not engaged to any one. When you do become engaged to some one, I, or your father, should his health permit him, will inform you of the fact. An engagement should come on a young girl as a surprise, pleasant or unpleasant, as the case may be. It is hardly a matter that she could be allowed to arrange for herself.”
—Oscar Wilde (1854–1900)