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1.
Faculty Perspectives on Course and Teacher Evaluations 总被引：2，自引：0，他引：2
Schmelkin Liora Pedhazur Spencer Karin J. Gellman Estelle S. 《Research in higher education》1997,38(5):575-592
Student ratings of instruction have been the subject of numerous studies with much of the research focusing on the validity and reliability of the ratings themselves. Comparatively little empirical investigation has been devoted to the perceptions of the individuals who are the subjects of the ratings, that is, the faculty. The current study explored faculty perspectives on the usefulness of student ratings for formative and summative purposes, and the actual use of student ratings for summative purposes. Contrary to what might have been deduced from the anecdotal literature, the results of this study do not portray a great deal of resistance to student ratings in general or to their use for formative and summative evaluation. It was also found that student ratings are actually being used for the latter purpose. The usefulness of the student feedback was viewed differentially by the faculty, with feedback on their interaction with students seen as most useful, followed by feedback on their grading practices, global ratings of instructor and course, and finally structural issues of the course. 相似文献
2.
《The Journal of educational research》2012,105(4):150-151
AbstractThe entire entering freshman class of a medium-sized Midwestern liberal arts college students were asked to rate the importance of three college professor roles: the teaching role, the research role, and the character-building role. The students rated the teaching role as most important and the research role as least important. The parents assigned equally high ratings to the teaching and character-building roles and lower ratings to the research role. Ratings of character-building function by the parents were significantly higher than those of the student group. The students and parents did not differ significantly in their ratings of the teaching and research roles. 相似文献
3.
This study examines whether the intended use of data obtained from student evaluations of university faculty biases the ratings. The paper reviews and critiques previous research done in the area. Previous studies produced contradictory results, but the results were confounded by several methodological problems. The research reported here remedied some of the problems in previous studies. The findings indicated that, while students are aware of the intended use of ratings as stipulated in written directions, different uses do not result in statistically significant differences in the ratings. Implications for the use of student ratings in the evaluation of faculty are discussed. 相似文献
4.
Dr. John R. Hills 《Research in higher education》1974,2(4):317-324
Student ratings of faculty have traditionally been obtained in a manner designed to be useful to the individual faculty member or to other students. It is now sometimes proposed that the resulting data be used to determine faculty pay, promotion, and tenure. Recent articles and the reviews of past literature on ratings are analyzed to determine whether student ratings are usually associated with teaching effectiveness, whether they are sometimes biased by irrelevant factors, whether faculty can effectively revise their behaviors to improve their ratings, and whether improved ratings result in improved teaching effectiveness. The results tend to indicate that student ratings of faculty as they are currently collected cannot be trusted for considerations of pay, promotion, and tenure. 相似文献
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6.
Esenc M. Balam 《Assessment & Evaluation in Higher Education》2010,35(2):209-221
Based on the review of student ratings myths by Aleamoni (1987, 1999), a survey research design was used to analyse differences between college students' (n = 968) and faculty's (n = 34) perceptions. Generally, students held stronger beliefs in these myths, in that they believed faculty with excellent publication records were better qualified to evaluate teaching and that student ratings on single general items are accurate measures of teaching effectiveness. On the other hand, faculty believed that student ratings were invalid and unreliable. Further examination of student characteristics revealed that male students held stronger beliefs in these myths. Finally, students' beliefs in these myths were correlated with their actual ratings of nine dimensions of the Student Evaluation of Educational Quality. A discussion as well as suggestions for using student ratings is provided. 相似文献
7.
This paper is a summary of a study of the marginal costs of graduate instruction in a large public research university, and draws implications for financing foreign enrollments. The major finding is that because the teaching costs directly facing faculty differ from their budgetary rewards for instruction, faculty have the means to support basic research and to give aid to the most desired students, including foreigners. We also found that faculty members' marginal costs of classroom instruction are generally low. While advising is costly, it has offsetting benefits, especially in the laboratory sciences. The costs of instructing and advising foreign and domestic students are equal. 相似文献
8.
Satoshi P. Watanabe 《Asia Pacific Journal of Education》2011,31(4):407-420
Since the corporatization of national universities, the environment surrounding Japanese universities has dramatically changed in various respects. A series of government-led attempts have intended to support the domestic colleges and universities in gaining a competitive edge by improving the quality of teaching and research as well as guaranteeing the international validity of the country's higher education system. Impacts of all the challenges that have been tackled with internal efforts in the last few years could be enormous on the personnel workload. However, little is known about the impacts of Japan's recent university education reform, particularly on the changing workload of the faculty who engage at the forefront in student teaching and advising, administrative roles as well as research activities. Using results from individual faculty interviews, this paper attempts to link the changing workload of Japanese professors with specific reasons that are rooted in the country's recent university education reform. Reviewing the effects of the reform on faculty workload provides us with important insights for the long term and guides us to prevent the derailment from the endeavour to which a significant amount of resources have been dedicated by the country. 相似文献
9.
高校教师评价体系重科研轻教学、研究生需求的多元化和功利主义的校园文化,构成了现代研究型大学师生关系的背景因素。根据教师在师生关系中自身角色认知不同,大致可将教师分为＂不愿妥协的清高者＂、＂信奉适者生存的现实主义者＂和＂主动搏击的操控者＂3类,而这3类教师对待学生的态度有显著区别。研究发现,在师生利益的博弈中,学生正沦为教师制造科研业绩的工具,忽视教师在道德和人格上的榜样作用对学生的全人发展非常不利。唯有在教师评价中增加道德实践的标准,通过大学教师发展树立起教师的学术责任意识,加强师生沟通,才有可能挽救逐渐淡漠甚至异化的师生关系。 相似文献
10.
The primary purpose of this study was to identify any significant relationships between a measure of faculty interest in counseling activities (PAICT) and nine selected student advising experiences. The research setting was a community college of 12,047 students. A stratified, random sample of full-time faculty was selected to complete the PAICT measure, and a cluster random sample of their students were used to obtain self-reported experiences of the advising activities. Only 11% of the variance was accounted for between the faculty PAICT scores and the self-reported advising experiences of their students. There was 17% of the variance accounted for between faculty PAICT scores and eight personal characteristics of their students. The findings indicate that the faculty interest in advising does not affect the way students are advised. 相似文献
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12.
Student Evaluation of Teaching Effectiveness: An assessment of student perception and motivation 总被引：2，自引：2，他引：2
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
13.
Sergio Piccinin John-Patrick Moore 《International Journal for Academic Development》2013,18(2):123-134
This study examines the effect of age of instructor on student ratings of teaching performance after individual consultation. Instructors self-presented over an 11-year period at a large Canadian university teaching service, where each received one of three interventions. End of term student ratings of the teaching of younger and older instructors are compared before consultation, immediately post consultation, and 1–3 years after year of consultation. Younger faculty obtained significantly improved ratings immediately after consultation, while older faculty achieved significant rating increases 1–3 years post consultation. Results from an earlier study on the impact of individual consultation on teacher ratings are reevaluated using this larger sample of faculty. Generally, results in this analysis parallel the original research. Consultation produced changes in student ratings both immediately after consultation as well as longitudinally, thus confirming the utility of intervention in producing enduring pedagogical improvements. Control analyses ensured that improvements were a result of the interventions and not an artefact of time. 相似文献
14.
Determinants of teaching quality: What's important to students? 总被引：7，自引：0，他引：7
A method for using student evaluations to help faculty improve their teaching performance is presented. A survey of current
methods of student evaluations of teaching identified a need to improve the statistical information obtained from these evaluations.
An ordinary least squares framework is used to identify the factors that students feel are important in teacher and course
ratings. This framework is used to estimate weights that students assign to various teacher and course attributes and to test
whether students apply these weights consistently across teachers and courses. About 81 percent of the explained variation
in teacher ratings was associated with attributes that contribute to student enjoyment of the learning process. Over 90 percent
of the explained variation in course ratings was associated with attributes that measure how much a student learned in the
course. Students were found to apply these attributes or weights consistently across teachers and courses. Implications for
developing effective teaching strategies, faculty recruitment, and curriculum reform are discussed. 相似文献
15.
The purpose of this study was to identify and categorise factors that hinder Korean college student‐faculty interaction. Twenty‐one college students who had advising experience with faculty were interviewed. Concept mapping was used to collect, organise and interpret qualitative data through quantitative techniques. These factors were recorded on index cards, and 21 participants returned and sorted these statements into self‐defined, conceptually homogeneous categories. As a result, 45 common factors were elicited and reliably organised into four clusters, with hierarchical relationship with the faculty member (Cluster 1), time constraints (Cluster 2), doubt about (academic, personal and career) benefits of interaction (Cluster 3) and a lack of recognition of necessity (Cluster 4). According to the ratings, the most important cluster was ‘doubt about benefits of interaction’, and participants rated the ‘lack of recognition of necessity’ as the cluster most similar to their own experiences. 相似文献
16.
Harry G. Murray 《Assessment & Evaluation in Higher Education》1984,9(2):117-132
This paper reviews recent research evidence on formative (developmental) and summative (judgemental) evaluation of teaching in North American universities. The major conclusions of the review are as follows: (1) student ratings are the most common method of evaluating teaching in North American universities, and their popularity appears to be increasing; (2) student ratings have been found to provide reliable and valid information on limited aspects of teaching competence; (3) teaching evaluations make a difference in decisions on faculty salary, tenure and promotion; (4) evaluation of teaching has been shown to produce modest improvements in teaching effectiveness; (5) faculty satisfaction with teaching evaluation practices ranges from very high to very low, depending on institutional context; and (6) there is consensus that several specific improvements are needed in the current teaching evaluation system. 相似文献
17.
Luann Wilkerson 《Instructional Science》1994,22(4):303-315
Student ratings of problem-based tutors at Harvard Medical School in 1987–1988 indicated that tutors were seen by first year students as most helpful in encouraging critical appraisal of information, questioning and probing the reasoning process, and balancing basic science and clinical discussions. Narrative comments about the best tutors further indicated that such tutors were most helpful in balancing student-directedness with guidance and sharing professional expertise without lecturing. A concurrent survey of faculty tutors indicated that tutors rated these same skills as important. Comparing students' ratings of helpfulness with tutors' ratings of importance, two discrepancies emerged. Tutors rated student direction as more important than students rated its helpfulness. On the other hand, tutors rated the ability to balance clinical and basic science discussion as the least important skill while students' ratings indicated that it was extremely helpful. These disparities suggest points of discussion and skill building for faculty development programming. 相似文献
18.
Fadia Nasser-Abu Alhija Barbara Fresko 《Assessment & Evaluation in Higher Education》2018,43(6):943-954
Graduate teaching assistants (GTAs) constitute a valuable and economical teaching force in many higher education undergraduate programmes. However, student satisfaction with their teaching has attracted little attention in the research literature. This study aimed at examining students’ evaluation of teaching of GTAs in discussion groups, as well as exploring the effects of group and GTA variables on these ratings. Data were collected using a questionnaire administered online and completed by 7078 undergraduate students. Participants were enrolled in classes taught by 278 GTAs from four faculties in a major Israeli university. Results indicated that ratings assigned to clarity of instruction were the most salient predictor of students’ overall evaluation. Generally, findings were consistent with those reported in the literature for other categories of instructors. Groups taught by GTAs in exact sciences and engineering were rated higher than those in social sciences and business management. Group size and the percentage of men students were inversely correlated with student ratings, while student attendance rate was positively correlated. Women GTAs and GTAs who taught more than one group tended to receive higher ratings. Overall student attendance rate was the most prominent predictor of student ratings. The implications of the findings are discussed. 相似文献
19.
Naomi Boyer Courtlann Thomas Nathan Neuman Kristen Jernigan Jarrod Jones Tom Gollery 《Community College Journal of Research & Practice》2013,37(8):556-572
ABSTRACTThe mission of a community college is distinct from a research one university, where empirical research is valued over investigation of discipline-based teaching and learning. The open-access, affordable, workforce, and transfer emphasis that serves many non-traditional community college students is a rich, meaningful environment for fostering the scholarship of teaching and learning, yet despite an emphasis on best practices and student success outcomes, teaching, and learning in this environment is an underappreciated element of the faculty role. This study explores the use of action research to facilitate engagement in the scholarship of teaching and instructional innovation. The mixed-method action research design incorporated quantitative and qualitative analysis from a wide variety of data sources and triangulated findings through a variation of techniques, including ongoing researcher dialogue and ratings. Action research serves as both the method for this study and the mechanism for faculty research on classroom innovations. This was substantiated as a catalyst for cultivating ongoing inquiry and professional growth. The Innov8 program and integration of action research appears to have a long-term, substantive impact on faculty perspectives, specifically influencing faculty culture, continued educational investigation, and ultimately student learning outcomes. 相似文献
20.
Robert Boice 《Research in higher education》1984,21(2):195-209
Clinically based direct interventions with individual colleagues were used to demonstrate ways of surmounting four traditional constraints in faculty development research: First, the usual problem of engaging the least needy faculty was countered by enlisting colleagues who evidenced distress, in classroom and writing performances, as research subjects. Second, faculty who would have refused feedback based on student ratings were trained to be reliable self-evaluators on seven specific teaching skills. Third, participants demonstrated an ability to improve their teaching skills while making measureable progress as regimented and productive writers. Fourth, a crossover design of involvement in teaching and writing programs, combined with subjects' self-ratings of related scholarly activities, suggests that teaching and scholarly productivity can be mutually facilitative. 相似文献