Analysis

The questionnaire “Experienced Autonomy in the Examination Context” analyzes students’ experience of autonomy during examinations. This analysis covers various aspects that influence the sense of autonomy, such as internal and external sources of pressure, the ways in which students prepare for and perceive exams, and the strategies they use to manage stress and performance. A detailed analysis of the responses can provide a clear picture of how students experience their autonomy in an exam setting.

Objective

The main objective of the questionnaire is to understand and assess the degree of autonomy experienced by students during exams. The aim is to identify the factors that enhance or undermine their sense of autonomy and to highlight strategies that can be implemented to improve students’ experiences during examinations. Through this understanding, educators and curriculum designers can adapt teaching methods and examination procedures to better support student autonomy.

Scoring

The scoring of the questionnaire is carried out using a combination of qualitative and quantitative methods. Likert scales are used to measure the degree of agreement or disagreement with various statements related to students’ autonomy during exams. Additionally, open-ended questions allow students to describe their experiences and opinions in more detail. This data is analyzed to ensure the reliability and validity of the results, and to identify any patterns or correlations that can help improve the student examination experience.

Bibliography

The literature supporting the questionnaire includes research and studies that explore autonomy in education, particularly in examination contexts. It is based on theoretical frameworks such as Self-Determination Theory and Cognitive Evaluation Theory, which examine how internal and external factors influence students’ autonomy and motivation. It also incorporates practical studies and empirical data from previous research that has investigated strategies to enhance learning experiences and performance in exams.