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1.
Despite ongoing dissemination of evidence-based teaching strategies, science teaching at the university level is less than reformed. Most college biology instructors could benefit from more sustained support in implementing these strategies. One-time workshops raise awareness of evidence-based practices, but faculty members are more likely to make significant changes in their teaching practices when supported by coaching and feedback. Currently, most instructional feedback occurs via student evaluations, which typically lack specific feedback for improvement and focus on teacher-centered practices, or via drop-in classroom observations and peer evaluation by other instructors, which raise issues for promotion, tenure, and evaluation. The goals of this essay are to summarize the best practices for providing instructional feedback, recommend specific strategies for providing feedback, and suggest areas for further research. Missed opportunities for feedback in teaching are highlighted, and the sharing of instructional expertise is encouraged. 相似文献
2.
Roy Ballantyne Jill Borthwick Jan Packer 《Assessment & Evaluation in Higher Education》2000,25(3):221-236
Student evaluation of teaching is a commonly accepted means of obtaining feedback on the quality of university teaching. However, its usefulness in contributing to improved teaching performance is dependent on the extent to which staff respond to and apply the information obtained in this way. This paper reports the results of a project designed to extend the application of student evaluations by using them as the basis for staff development. Survey findings from 87 staff and 127 students indicate the priorities for academic and course development perceived by each group. Booklets based on these perceived needs were developed by collaborative staff-student groups and made available to enable staff to improve their teaching in response to student evaluations. 相似文献
3.
David Kember Doris Y. P. Leung K. P. Kwan 《Assessment & Evaluation in Higher Education》2002,27(5):411-425
An investigation was conducted into 3- or 4-year departmental sets of student feedback questionnaire data from one university. Only four out of 25 departments had significant changes to any of the six dimensions in the 3- or 4-year period, and three of these significant changes were falls. There is, therefore, no evidence that the use of the questionnaire was making any contribution to improving the overall quality of teaching and learning of the departments, at least as perceived by the students. If it was, there should have been evidence of rising values. The following reasons why the use of the questionnaire might not have been conducive to improving teaching quality are discussed. The possibility that teaching quality is inherently stable is rejected. It is possible that feedback from the questionnaire was not used effectively. Related to this is whether instructors perceived that the university rewarded good teaching, so felt there was an incentive to make use of the feedback. The emphasis of the system was on appraisal, which might negate any developmental effect. The standard questionnaire and the associated procedures may have lacked flexibility and been inappropriate for innovative forms of teaching. The study questions whether student feedback questionnaires are utilising resources effectively if they are administered in an environment similar to the university in question, which appears reasonably typical. 相似文献
4.
This article reports a case study describing how the principles of a cognitive apprenticeship (CA) model developed by Collins,
Brown, and Holum (1991) were applied to a graduate course on performance systems analysis (PSA), and the differences this
application made in student performance and evaluation of the course compared to the previous semester. I analyzed the requirements
for the CA learning environment and identified the contributions of instructor, students, and the course based on those requirments.
I then applied the findings to create an authentic learning environment based on CA principles. In this case the students
became performance consultants, immersed in practical application of the PSA content and methodology to authentic organizational
performance issues provided by real clients. Finally, I compare student evaluation of the course to student evaluations in
the previous semester, and report their responses to a set of open-ended questions concerning the application of CA principles. 相似文献
5.
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
6.
Counseling instructors using evaluations made by their students has shown to be a fruitful approach to enhancing teaching
quality. However, prior experimental studies are questionable in terms of external validity. Therefore, we conducted a non-experimental
intervention study in which all of the courses offered by a specific department at a German university were evaluated twice
with a standardized student evaluation questionnaire (HILVE-II; overall 44 instructors, 140 courses, and 2,546 student evaluations).
Additionally, twelve full time instructors received counseling after the first measurement point. Long-term effects over a
period of 2 years and transfer effects to other courses were analyzed using multi-level analyses with three levels. Possible
influences by bias and unfairness variables were controlled for. Our results indicate a moderate to large effect of counseling
on teaching quality. In conclusion, if students’ evaluations are accompanied by counseling based on the evaluation results,
they present a useful method to assure and increase teaching quality in higher education. 相似文献
7.
Stacie H. Vernick Robert C. Reardon James P. Sampson Jr. 《Journal of Career Development》2004,30(3):201-213
A process evaluation of a three-credit, upper division career course at a southeastern university is described. Student responses to a standardized course rating instrument were analyzed. Anonymous course evaluations of 293 students enrolled in 11 sections of the career course were compared to student ratings of one section of the course 5 years earlier, and normative data taken from summary reports provided by the university. Results indicated that student perceptions of the course are consistent over time, and more positive in classes meeting multiple times per week. The course was rated higher in course demands, student-instructor involvement, and course organization than other courses. The career course was rated lower in student interest than other courses. Implications of the findings and directions for future research are discussed. Course designers and instructors might benefit from using the information gleaned from this study in structuring career courses and in planning course schedules. 相似文献
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Student evaluations of teaching and learning are playing an increasingly important role in the delivery of high-quality, student-centred education. Insights into student perceptions of their learning experience provide important information that can be used to inform course design and development. The majority of course evaluations take the form of quantitative surveys, but research suggests that a reliance on survey data alone can be problematic from a teaching and learning perspective. Qualitative course evaluations have been cited as a viable alternative to quantitative evaluations, but less research has been conducted into their efficacy when compared to quantitative evaluations. The study on which this article reports attempted to contribute to addressing this shortcoming by describing and assessing a novel approach to eliciting qualitative feedback from students in a research methodology course at a higher education institution in South Africa. Conventional content analysis was used to analyse the qualitative feedback received from students. The qualitative course evaluation approach was then appraised in terms of the degree to which it has the potential to overcome the shortcomings associated with quantitative course evaluations and the extent to which the information gathered could be used to improve the design and delivery of the academic programme. 相似文献
10.
Kathryn L. Combs Sharon K. Gibson Jane Saly John T. Wendt 《Assessment & Evaluation in Higher Education》2008,33(1):87-102
Typical university‐wide course evaluations do not provide instructors with sufficient information on the effectiveness of their courses. This article describes a course assessment and enhancement model where student feedback can be used to improve courses and/or programs. The model employs an assessment tool that measures student perceptions of importance and their current competence in course‐specific learning objectives both pre‐ and post‐course. Information gained from this assessment enables course improvement over time and also allows for modification in delivery and/or content of the current course. This model is intended to augment traditional course evaluation mechanisms based on specific and actionable feedback on learning objectives. 相似文献
11.
Andrew Topper 《Assessment & Evaluation in Higher Education》2007,32(6):681-691
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.
对《大学英语课程教学要求》过程性评估的思考 总被引：1，自引：0，他引：1
根据《大学英语课程教学要求》，教学评估要做到全面、客观、科学、准确，以便教师能够及时获取反馈信息，改革教学管理，保证教学质量。同时使学生能够及时调整学习策略，改进学习方法，提高学习效率。本文就过程性评估进行了八个方面的思考。 相似文献
13.
Many teachers in higher education use feedback from students to evaluate their teaching, but only some use these evaluations to improve their teaching. One important factor that makes the difference is the teacher’s approach to their evaluations. In this article, we identify some useful approaches for improving teaching. We conducted focus groups with award-winning university teachers who use student evaluations to improve their teaching, and we identified how they approach their evaluation data. We found that these teachers take a reflective approach, aiming for constant improvement, and see their evaluation data as formative feedback, useful for improving learning outcomes for their students. We summarise this as the improvement approach, and we offer it for other teachers to emulate. We argue that if teachers take this reflective, formative, student-centred approach, they can also use student evaluations to improve their teaching, and this approach should be fostered by institutions to encourage more teachers to use student evaluations to improve their teaching. 相似文献
14.
Assessment practices that aim to promote both quality and equity may be compromised in a higher education market where students
are consumers and grades the currency exchanged for measures of success. In such a climate, academics report feeling pressured
to make course content and assessment less challenging in order to obtain positive student evaluations, and they may lose
faith in university quality assurance processes that seem focused on ensuring student satisfaction with education as a product.
To explore these issues from the perspectives of the main stakeholders in assessment, this paper investigates assessment perceptions
of students, course coordinators, and faculty Associate Deans responsible for teaching and learning at The University of Queensland.
The findings highlight differences in what these groups consider to be important assessment issues and differences in how
they should be addressed. First year students are identified as a disadvantaged group due to perceptions of the role of feedback
and formative assessment that may be influenced by their secondary school assessment experiences. 相似文献
15.
Masha Tsaushu Tali Tal Ornit Sagy Yael Kali Shimon Gepstein Dan Zilberstein 《CBE life sciences education》2012,11(4):402-412
This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and nonmajors. It gives priority to sources not used enough to enhance active learning in higher education: technology and the students themselves. Most of the lectures were replaced with continuous individual learning and 1-mo group learning of one topic, both supported by an interactive online tutorial. Assessment included open-ended complex questions requiring higher-order thinking skills that were added to the traditional multiple-choice (MC) exam. Analysis of students’ outcomes indicates no significant difference among the three intervention versions in the MC questions of the exam, while students who took part in active-learning groups at the advanced version of the model had significantly higher scores in the more demanding open-ended questions compared with their counterparts. We believe that social-constructivist learning of one topic during 1 mo has significantly contributed to student deep learning across topics. It developed a biological discourse, which is more typical to advanced stages of learning biology, and changed the image of instructors from “knowledge transmitters” to “role model scientists.” 相似文献
16.
走进大学基础课的研究性学习 总被引：2，自引：0，他引：2
将研究性学习从专设的课程形态演变为一般的教学形态,这是一个有待解决的新课题。在大学基础课中实施研究性学习,教师必须依据基础课某些教学内容,开发出能够引导学生进入研究性学习状态的“问题”。在“问题”的探究和解决中,使学生学会学习,主体性得到发展。探索如何在大学基础课实施研究性学习是基础课教师的责任。 相似文献
17.
Lecture-oriented teaching is the principal pedagogical technique in college and university classrooms but instructors will sometimes turn to non-lecture techniques in an attempt to provide a more active learning experience. This article describes a mock trial exercise that has been used over several semesters to provide criminal justice students with an active learning experience and increase their understanding of the inquisitorial process in comparison with adversarial proceedings. We provide sufficient detail to allow interested instructors to conduct a similar exercise in their own course. Results of a multi-semester evaluation to assess student perceptions of the exercise show that students expected and found the exercise to be an enjoyable and informative classroom experience that advanced their learning. 相似文献
18.
André Nowakowski M.A. Dries Vervecken M.Sc. PD Dr. Edith Braun Prof. Dr. Bettina Hannover 《Zeitschrift für Erziehungswissenschaft》2012,15(2):253-271
The extent to which students profit from a university course depends on the lecturers?? approach to teaching, with a student-focused approach being more supportive for student gains in competences than a teacher-focused approach. Little is known, however, about how to foster a student-focused approach to teaching. In this paper, we want to investigate how to frame the feedback lecturers obtain from students?? course evaluations in such a manner that a student-focused approach to teaching is encouraged. In two studies using either a qualitative or a quantitative methodology it can be shown that providing lecturers with a feedback on students?? subjective gain in competences (output-focused teaching evaluation) is more effective in promoting a student-focused approach to teaching than a feedback on how satisfied students were with the lecturer (process-focused teaching evaluation). Results are discussed in the context of the Bologna reforms which demand a continuous evaluation of all university courses. 相似文献
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20.
Ganesh Mohanty John Gretes Claudia Flowers Bob Algozzine Fred Spooner 《Journal of Personnel Evaluation in Education》2005,18(2):139-151
Student evaluation of instruction in college and university courses has been a routine and mandatory part of undergraduate and graduate education for some time. A major shortcoming of the process is that it often relies exclusively on the opinions or qualitative judgments of students rather than the learning or transfer of knowledge that takes place in the classroom. To develop a more objective system of assessment, this research focused on a learning-centered approach to course work and teaching evaluation. Standardized testing tools were developed suitable for measuring the content knowledge of students in a representative group of undergraduate courses. Course evaluations were conducted using two systems of assessment: the traditional student questionnaire feedback system and one based on the learning-centered approach using a computer-based question bank and on-line testing. Significant performance differences were evident in pretest/posttest comparisons of student learning. Favorable ratings of instruction are reflected in opinions on student questionnaires. No relationship was demonstrated between learning and traditional course evaluation outcomes. Our hypothesis that the learning-centered approach provides information that is not available using the traditional student feedback system was supported.Support for this research was provided in part by Grant No. P116B981224-00 from the U.S. Department of Education, Fund for the Improvement of Post-Secondary Programs awarded to the University of North Carolina at Charlotte. The opinions expressed do not necessarily reflect the position or policy of the Department of Education, and no official endorsement should be inferred. 相似文献