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1.
Student evaluation of courses: what predicts satisfaction?   总被引：1，自引：0，他引：1  
The main goals of course evaluations are to obtain student feedback regarding courses and teaching for improvement purposes and to provide a defined and practical process to ensure that actions are taken to improve courses and teaching. Of the items on course evaluation forms, the one that receives the most attention and consequently the most weight is the question, ‘Overall, I was satisfied with the quality of this course.’ However, no attention has been placed on examining the predictors of students being ‘satisfied with the quality of this course’ overall. This study attempts to address this gap. The findings show that while student characteristics and reasons for enrolling in a course are predictors of overall satisfaction, it is the evaluation questions that predict the majority of the variation in course satisfaction. The findings also reveal that faculty‐selected optional questions are stronger predictors of overall satisfaction than compulsory questions.  相似文献   

2.
In recent years, colleges have been moving from traditional, classroom‐based student evaluations of instruction to online evaluations. Because of the importance of these evaluations in decisions regarding retention, promotion and tenure, instructors are justifiably concerned about how this trend might affect their ratings. We recruited faculty members who were teaching two or more sections of the same course in a single semester and assigned at least one section to receive online evaluations and the other section(s) to receive classroom evaluations. We hypothesised that the online evaluations would yield a lower response rate than the classroom administration. We also predicted that there would be no significant differences in the overall ratings, the number of written comments, and the valence (positive/neutral/negative) of students’ comments. A total of 32 instructors participated in the study over two semesters, providing evaluation data from 2057 students. As expected, online evaluations had a significantly lower response rate than classroom evaluations. Additionally, there were no differences in the mean ratings, the percentage of students who provided written comments or the proportion of comments in the three valence categories. Thus, even with the lower response rate for online evaluations, the two administration formats seemed to produce comparable data.  相似文献   

3.
This study explored the interactions of classroom experiences and selected student and faculty personality variables in faculty and course evaluations. University instructors from five disciplines and their students participated in the study. Students completed the Locus of Control Scale, Mehrabian Achievement Scale, Instructor Evaluation Form, and a semantic differential scale to assess course content and structure. Pearson and canonical correlations indicated that a student's need to achieve is significantly related to faculty evaluation. Similarly, evaluation of course content and structure was significantly related to student personality variables.  相似文献   

4.
The purpose of this study was to compare the opinions of students, teachers, and administrators relative to student evaluation of instruction in selected community colleges. While important educational decisions in community colleges are made on the basis of students’ evaluations (as in retention, promotion, tenure, and pay), little has been accomplished in testing the assumptions behind student evaluation of instruction. The student evaluation process assumes that students are honest, serious, and evaluate instruction, not some incidental activity.

A 25‐item Student Evaluation Process Scale was completed by 607 students, 130 faculty, and 45 administrators in five Illinois community colleges. Findings revealed little significant differences in the opinions of students regarding evaluation of instruction based on variables of sex, age, school location, student type (transfer or occupational), and class standing. There were little significant differences in faculty opinion and within the administrative groups based on selected variables. There were significant differences when the opinions of students, faculty, and administrators were compared. Students and faculty tended to agree with those items that questioned the objectivity of student evaluation of instruction. Administrators and students tended to agree with items reflecting the seriousness with which students evaluate instruction. Faculty and administrators indicated that student evaluation of instruction impacted faculty members’ instructional performances. Neither students, faculty, nor administrators supported the concept of merit pay tied to student evaluation of instruction.

The role of student evaluation of instruction in a faculty evaluation system must be investigated. A variety of groups should participate in this investigation.  相似文献   

5.
Course evaluations (often termed student evaluations of teaching or SETs) are pervasive in higher education. As SETs increasingly shift from pencil-and-paper to online, concerns grow over the lower response rates that typically accompany online SETs. This study of online SET response rates examined data from 678 faculty respondents and student response rates from an entire semester. The analysis focused on those tactics that faculty employ to raise response rates for their courses, and explored instructor and course characteristics as contributing factors. A comprehensive regression model was evaluated to determine the most effective tactics and characteristics. Using incentives had the most impact on response rates. Other effective tactics that increase response rates include reminding students to take the evaluation, explaining how the evaluations would be used to improve instruction, sending personal emails and posting reminders on Blackboard®. Incentives are not widely used; however, findings suggest that non-point incentives work as well as point-based ones, as do simple-to-administer minimum class-wide response rate expectations (compared to individual completion).  相似文献   

6.
The way in which mid-semester course evaluations are structured, administered and reported is important for generating rich and high-quality student feedback for the enhancement of learning and teaching. Mid-semester evaluations usually contain open-ended questions that trigger more elaborative feedback about what is going on in a class than that from end-of-semester evaluations with Likert scale-type questions. The anonymity of the process for students and the confidentiality of the process for instructors make the process more reflective for students and less stressful for instructors. This study describes how the mid-semester course evaluation process can be used as a feedback tool for improving the quality of teaching and learning at an institutional level. Through a longitudinal analysis of 341 mid-semester course evaluation reports, positive areas and areas of concern with respect to learning and teaching were identified, and changes in student evaluations over the years were examined meticulously to make an overall evaluation of the quality of learning and teaching at a non-profit Turkish university. This research showed that the value of mid-semester course evaluations can go beyond course-level if we use open-ended questions and are able to gather the reports together to make some comprehensive analysis at university level.  相似文献   

7.
This article provides an overview of issues involved with traditional paper versus online course evaluations. Data were gathered from university faculty, who transitioned from traditional paper to online course evaluations. Faculty preferred traditional course evaluations versus online course evaluations by a small margin. However, faculty overwhelmingly believed that traditional course evaluations result in higher response rates from students. Incentives were also believed by faculty to increase student response rates. Suggestions from faculty on how to improve student response rates are also provided in this article.  相似文献   

8.
This study dealt with university faculty attitudes toward the validity of and varying uses for student evaluations of teaching. It was hypothesized that faculty attitudes toward the potential uses of student evaluations would be systematically related to a professor's a priori frame of reference regarding the validity of these instruments. On the basis of responses to selected questionnaire items, faculty were divided into those whose frame of reference (1) opposed the idea that student evaluations could be made valid, (2) supported the idea that existing evaluation forms were valid, and (3) were uncommitted regarding this validity question. A fourth group, administrators at the university, were also surveyed. Large and consistent differences among these groups were found on policy matters such as the use of student evaluations in tenure and promotion decisions, in providing information to students to help them choose courses, and on a variety of other issues. In each case the results supported the hypothesis.Authors' names are ordered randomly.  相似文献   

9.
The current study explores the feelings and thoughts that faculty have about their student evaluations of teaching (SET). To assess the perceptions of SETs, all teaching faculty in one college at a western Land Grant University were asked to complete an anonymous online survey. The survey included demographic questions (i.e. gender; rank such as assistant, associate, and full professor; and positions like non-tenure track, tenure track, and tenured) as well as questions related to faculty's feelings while reading their SETs. While minimal differences were found in responses based on rank or position, several differences were found based on faculty gender. Overall, female faculty appear to be more negatively impacted by student evaluations than male faculty. These gender differences support previous research that suggests males and females receive and react differently to personal evaluation. Resultant suggestions include modifying surveys from anonymous to confidential and offering professional development training for faculty.  相似文献   

10.
This study is the first to address student evaluation of faculty members (SFE) from a student perspective at a major Jordanian public university using a comprehensive (71-item) questionnaire administered to 620 undergraduates. Addressed are students’ perceptions of the SFE process in terms of: (a) their paper-based vs. online-format preferences; (b) their beliefs about the process; (c) the standards they adopt in the evaluation; (d) the fruitfulness of SFE outcomes; and (e) their opinions about the evaluation instruments currently used at their institutions. It also explores whether students’ beliefs vary according to their gender, GPA and college (Educational Sciences vs. Sciences). The results reveal that most students prefer online evaluation, adopt academic rather than interpersonal criteria in their evaluation, have a low level of satisfaction with the impact of previous evaluations on faculty teaching behaviours and the evaluation instruments used at their institution. Additionally, the findings suggest that gender has a less influential role in shaping students’ beliefs about the SFE process compared to their college or GPA. The findings of this study and their implications are very useful pointers for faculty and higher education administrators, faculty members and students towards further improvement at higher education institutions.  相似文献   

11.
As instructors adopt web‐based learning environments, they must consider how students’ evaluations of learning reflect the overall quality of instruction. Traditional course evaluations are used for faculty retention, tenure and promotion decisions, but also provide instructors with valuable information on the quality of their instruction. This study looks at response rates and compares instructional quality, using student course evaluations along with additional data from online and face‐to‐face graduate education courses, to evaluate the effectiveness of instruction. A statistical analysis of students’ course evaluations showed no significant difference in instructional quality based on the format used. Together with comparisons of student work, these results provide additional evidence in support of the finding of no significant difference between formats in the area of instructional quality.  相似文献   

12.
Abstract

This research was based on the theoretical belief that student evaluations of faculty teaching are related to the person-environment congruence between students’ locus of reinforcement and the degree of control exercised by faculty instructional styles. Fifty-seven college students were classified as internally or externally reinforced based on Rotter’s locus of reinforcement theory. Students evaluated high and low faculty control instructional styles by rating daily seven classroom evaluative questions on a five-point differential scale. It was hypothesized that the evaluation of instruction by students experiencing congruent control styles (internal students/low control and external students/high control) would be more positive than incongruent combinations (external students low control and internal students/high control). ANOVA results yielded a significant 937’value p <.01) for interaction effects which supported the research hypothesis. Implications for student evaluation of faculty teaching are discussed.  相似文献   

13.
The role that part‐time faculty play in higher education is changing. No longer are part‐time faculty used on an occasional basis at a few institutions. These individuals now play a critical part in the delivery of higher education to students. This study was developed to answer questions regarding how the performance of adjunct faculty is evaluated. The researcher gathered data on what sources of information were used to evaluate adjunct faculty, and how this information was used by various administrators during evaluation and reappointment decisions. The underlying goal was to develop a better understanding of current evaluation practices so that higher education administrators can ensure that quality learning opportunities are available in the classroom.  相似文献   

14.
The study determined the influence of students' values and educational attitudes on their evaluation of faculty. Sixty-five graduate students completed an evaluation form, a value survey, and an attitude scale at the end of an adult learning theory course. Multiple regression and path analysis showed that (a) educational attitudes and selected values accounted for 27% of the variance in student evaluation of faculty, (b) educational attitudes were responsible for 8% of the variance in student evaluation of faculty, and (c) values per se were not significantly related to student evaluation of faculty. A path model suggested that values influenced student evaluation of faculty through educational attitudes. The findings suggested that students' values and attitudes play a major role in their evaluation of faculty and should be recognized by teachers when interpreting the results of such ratings.  相似文献   

15.
A recent evaluation of the new North Carolina Virtual Public School (NCVPS) in the USA revealed numerous expectations for virtual school teachers from secondary students. Specifically, students expected their teachers to actually teach rather than moderate a course shell, supplement course shells with content and projects that illustrate relevance, provide for both content and peer interaction, and respond to questions and provide feedback quickly. The data suggest a possible content‐related interaction where a limited course shell can be bolstered by a proactive teacher, but potentially flounder among teachers who do not expect or know how to supplement an online course. Data further suggest a potential communication‐related interaction where increased opportunities for student–student and student–teacher interaction could potentially decrease the actual or perceived need for individualized attention that is particularly challenging for virtual teachers to provide. These results can be used to establish teacher expectations and design professional development experiences that prepare teachers to undertake divergent roles unique to online instruction.  相似文献   

16.
In the last 10–15 years, many institutions of higher education have switched from paper-and-pencil methods to online methods of administering student evaluations of teaching (SETs). One consequence has been a significant reduction in the response rates to such instruments. The current study was conducted to identify whether offering in-class time to students to complete online SETs would increase response rates. A quasi-experiment (nonequivalent group design) was conducted in which one group of tenured faculty instructed students to bring electronic devices with internet capabilities on a specified day and offered in-class time to students to complete online SETs. A communication protocol for faculty members’ use was developed and implemented. A comparison group of tenured faculty who did not offer in-class time for SET completion was identified and the difference-in-differences method was used to compare the previous year’s response rates for the same instructor teaching the same course across the two groups. Response rates were substantially higher when faculty provided in-class time to students to complete SETs. These results indicate that high response rates can be obtained for online SETs submitted by students in face-to-face classes if faculty communicate the importance of SETs in both their words and actions.  相似文献   

17.
Over the past century, student ratings have steadily continued to take precedence in faculty evaluation systems in North America and Australia, are increasingly reported in Asia and Europe and are attracting considerable attention in the Far East. Since student ratings are the most, if not the only, influential measure of teaching effectiveness, active participation by and meaningful input from students can be critical in the success of such teaching evaluation systems. Nevertheless, very few studies have looked into students' perception of the teaching evaluation system and their motivation to participate. This study employs expectancy theory to evaluate some key factors that motivate students to participate in the teaching evaluation process. The results show that students generally consider an improvement in teaching to be the most attractive outcome of a teaching evaluation system. The second most attractive outcome was using teaching evaluations to improve course content and format. Using teaching evaluations for a professor's tenure, promotion and salary rise decisions and making the results of evaluations available for students' decisions on course and instructor selection were less important from the students' standpoint. Students' motivation to participate in teaching evaluations is also impacted significantly by their expectation that they will be able to provide meaningful feedback. Since quality student input is an essential antecedent of meaningful student evaluations of teaching effectiveness, the results of this study should be considered thoughtfully as the evaluation system is designed, implemented and operated.  相似文献   

18.
The purpose of this study was to analyse the students’ evaluations of the course and instructor for all statistics courses offered during fall semester 2009 at a large university in the southern United States. Data were collected and analysed for course evaluations administered both online and on paper to students in both undergraduate and graduate courses. Unlike most previous studies on this subject, class section rather than student was treated as the unit of analysis. It was of specific interest to verify prior research findings that evaluation surveys administered online would not result in lower course and instructor ratings and lower response rates. The results showed that there is not sufficient evidence within the collected data to conclude that either course and instructor ratings or response rates are lower for evaluations administered online (online evaluations) than they are for evaluations administered on paper (paper evaluations). Of secondary interest was whether class ratings would be associated with students’ attendance and a comparison of variability among answers for undergraduate vs. graduate students. It was observed that class and teacher ratings were not related to students’ attendance and individual students did not tend to give the same answer for every question on their survey.  相似文献   

19.
This paper aims to inspire stakeholders working with quality of higher education (such as members of study boards, study programme directors, curriculum developers and teachers) to critically consider their evaluation methods in relation to a focus on student learning. We argue that many of the existing methods of evaluation in higher education are underpinned by a conception of learning that is de‐contextualised. As a consequence, many data collection methods do not address aspects that affect students’ learning. This is problematic because the core aim of higher education is to facilitate student learning. We propose a contextualised evaluation methodology, guided by 10 key questions, which can help evaluators address concepts and questions of student learning in their evaluations.  相似文献   

20.
Nearly 700 US journalism and mass communication faculty (all teaching personnel) reported their perceptions of student email use via a web‐based survey. This nationwide study focused on the content of email sent by faculty to students, email’s effectiveness, and email’s effect on student learning. Comparisons were made based on faculty gender, rank, age, and ethnicity. Findings suggest that despite statistical differences, when gender, rank, age, or ethnicity are considered, faculty are not in the habit of sending course materials like syllabi, project instructions, and lecture notes to students personally via email. Moreover, faculty tend to find favor with email communication and its effectiveness as a tool of teaching. The results of this survey coupled with previous research by the authors and other scholars suggest faculty ought to embrace the technology and develop positive ways to incorporate email, as well as other technology, into the educational process.  相似文献   

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