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1.
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
2.
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
3.
《Journal of Teaching in Social Work》2013,33(1-2):21-29
Abstract This study compared the student course evaluations of standard education and distance learning courses in the school of social work of one southern university. The sample included 14 distance learning (DL) and 122 standard education courses. A 20-item quantitative student course evaluation and a 7-item qualitative questionnaire were used to compare differences between social work courses taught in a standard classroom setting with those taught using distance learning technology. Comparisons of identical courses taught in both formats found that students rated distance learning higher than the standard classroom for a course having predominantly lecture content. Conversely, ratings for clinical practice courses were just the opposite with lower ratings for distance learning than the standard classroom. Results of a qualitative survey (n = 39) of students conducted at the end of a course taught by distance learning found that 73% of the students felt that distance learning technology interfered with class participation. However, 73% of the students felt the instructor handled technological problems in a professional and patient manner. Although 54% of the students reported that they would take another course by distance learning, more research is needed to determine what social work courses can be most effectively taught by distance and classroom formats. 相似文献
4.
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
5.
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
6.
This paper presents a study that used newly developed instruments to investigate student expectations at two points in a semester‐based course. Course convenors were able to make some changes in response to the feedback, explain to students how the feedback had informed the course processes, and work with tutors on delivery enhancements. The administration of these instruments, a partnership approach involving students, tutors and lecturers, contributed to the creation of a responsive teaching and learning environment. In addition to enabling real‐time changes to be made, evaluation of the total teaching and learning experience ensured that improvements were made to subsequent offerings of the same course. Also, insights from one course were evaluated in terms of applicability to other courses offered within the same academic discipline. The study finds that establishing student expectations provides a framework for developing a responsive and iterative approach to achieving excellence in teaching and learning. 相似文献
7.
Lauren McClain Angelika Gulbis Donald Hays 《Assessment & Evaluation in Higher Education》2018,43(3):369-385
Student evaluations of teaching (SETs) are an important point of assessment for faculty in curriculum development, tenure and promotion decisions, and merit raises. Faculty members utilise SETs to gain feedback on their classes and, hopefully, improve them. The question of the validity of student responses on SETs is a continuing debate in higher education. The current study uses data from two universities (n = 596) to determine whether and under what conditions students are honest on in-class and online SETs, while also assessing their knowledge and attitudes about SETs. Findings reveal that, while students report a high level of honesty on SETs, they are more likely to be honest when they believe that evaluations effectively measure the quality of the course, the results improve teaching and benefit students rather than the administration, and when they are given at the end of the term. Honesty on evaluations is not associated with socio-demographic characteristics. 相似文献
8.
Sanjaya Mishra 《Open Learning》2013,28(2):176-179
Past research has considered the reflective practices of the teacher as an important activity in the learning cycle. Some of it has introduced the term ‘reflective teacher’, showing that such practice has become increasingly important.This paper discusses literature related to various means of collecting feedback from students, the socio-technical approach to management information systems (MISs) and reflective models. It documents the reflective practices that the author followed while teaching an MIS distance education course.The findings of this research show that actively reflecting on feedback collected from students could improve teaching quality and lead to better understanding for students in future cohorts. 相似文献
9.
Caroline Fell Kurban 《Interactive Learning Environments》2019,27(8):1143-1159
ABSTRACTEvidence shows flipped learning increases academic performance and student satisfaction. Yet, often practitioners flip instruction but keep traditional curricula and assessment. Assessment in higher education is often via written exams. But these provide limited feedback and do not ask students to put knowledge into practice. This does not support the tenets of flipped learning. For two years, the author flipped instruction but retained traditional curricula and assessment. However, on the author’s current course, all three aspects were redesigned to better support flipped learning. The aim of this research is to test the effectiveness of this redesign regarding student engagement and satisfaction. Thus, it is asked: How, on this course, can meaningful, continuous assessment be provided as well as effective, personalized feedback, while staying in line with the philosophy of flipped learning? Action research took place from September 2016 to June 2017. Quantitative data from a student survey, and qualitative data from a research diary and student focus group were gathered. What emerged is: a little-and-often assessment approach is effective for learning and engagement; tasks must be authentic and test demonstration of knowledge, not memory; quality, not quantity, is key for student learning; and students desire individualized feedback. 相似文献
10.
11.
A number of engineering education programs have defined learning outcomes and course-level competencies, and conducted assessments at the program level to determine areas for continuous improvement. However, many of these programs have not implemented a comprehensive competency framework to support the actual delivery and assessment of an individual course. This paper highlights how a competency framework can be used across the life cycle of a course to effectively deliver and assess course content, and give valuable, timely feedback to students thus, improving teaching, student motivation and learning. A framework for leveraging course competencies during course design and delivery is presented, and addresses the following five phases of a course, namely, content design, assessment design, content delivery and assessment, assessment results analysis and feedback, and content review. Using a large first-year core course of the BSc (Information Systems Management) program, at School of Information Systems, Singapore Management University, Singapore—called Information Systems Software Foundation (ISSF)—as an example, this paper shows how course competencies support the framework’s five phases. Data from a student survey indicates that the framework has contributed to enhancing their motivation to learn, provides enhanced learning experiences in terms of helping students prepare for each assessment, providing better feedback by raising awareness of what they know and do not know, and revisiting topics that relate to competencies that have not been fully acquired. Results from interviewing instructors revealed that the competency framework provides valuable and timely feedback on how students are performing, and additionally what changes are required to both the content and method of delivery in order to improve teaching. This contributes towards more effectively closing the “teaching and learning loop”. 相似文献
12.
High failure and drop-out rates from introductory programming courses continue to be of significant concern to computer science disciplines despite extensive research attempting to address the issue. In this study, we include the three entities of the didactic triangle, instructors, students and curriculum, to explore the learning difficulties that students encounter when studying introductory programming. We first explore students’ perceptions of the barriers and affordances to learning programming. A survey is conducted with introductory programming students to get their feedback on the topics and associated learning resources in the introductory programming course. The instructors’ perceptions are included by analyzing current teaching materials and assessment tools used in the course. As a result, an ADRI based approach is proposed to address the problems identified in the teaching and learning processes of an introductory programming course. 相似文献
13.
Mark Huxham Jenny Scoles Ursula Green Samantha Purves Zoe Welsh Andrew Gray 《Assessment & Evaluation in Higher Education》2017,42(6):887-899
Peer review is a powerful method to enhance teaching in higher education. Peers, however, may not be the most relevant people in evaluating teaching success; as the most important stakeholders in learning, students’ evaluations need to be heard. Whilst some efforts to capture ‘the student voice’ are simplistic and may foster consumerist approaches, adopting ‘radical collegiality’ towards students may provide the benefits of peer review whilst avoiding some of its disadvantages. Here we describe the Students as Colleagues project, which trained student volunteers as evaluators of teaching. To assess the ability of students to provide useful reviews, we compared their evaluative feedback with that from academic peers, using a paired design and qualitative and quantitative data. Students gave significantly more positive comments, and just as many negative and directive comments, as academic peers. Student colleagues emphasised the positive personal (rather than professional) capacities of their reviewees, encouraged expressed vulnerability and drew on their broad experiences as students rather than from professional perspectives. Participation changed how students saw their abilities and helped ‘humanise’ both the reviewees and the university as a whole. Our results and standpoint theory suggest that students’ evaluative feedback is the most valuable perspective to inform teaching enhancement. 相似文献
14.
Judy Sheard Jason Ceddia John Hurst Juhani Tuovinen 《Education and Information Technologies》2003,8(3):245-266
Web-based learning environments are now used extensively as integral components of course delivery in tertiary education. To provide an effective learning environment, it is important that educators understand how these environments are used by their students. In conventional teaching environments educators are able to obtain feedback on student learning experiences in face-to-face interactions with their students, enabling continual evaluation of their teaching programs. However, when students work in electronic environments, this informal monitoring is not possible; educators must look for other ways to attain this information. Capturing and recording student interactions with a website provides a rich source of information from data that is gathered unobtrusively. The aim of this study was firstly to explore what information can be gained from analysing student interactions with Web-based learning environments and secondly to determine the value of this process in providing information about student learning behaviours and learning outcomes. This study has provided critical information to educators about the learning behaviour of their students, informing future enhancements and developments to a courseware website and the teaching program it supports. 相似文献
15.
The authors discuss the use of motion pictures to provide learning experiences for students in counselor education programs. A review of the counseling literature revealed many references to teaching with films; only 2 articles, however, recommended using film in counselor education. This article includes activities for teaching diagnosis, counseling theories, interventions, and ethics. Positive feedback was received from 182 graduate students who responded to a 5‐item qualitative and quantitative follow‐up questionnaire after they completed such a course. 相似文献
16.
The challenge of teaching programming in higher education is complicated by problems associated with large class teaching, a prevalent situation in many developing countries. This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students. A course and learning environment was designed by integrating constructivist learning models of Constructive Alignment, Conversational Framework and the Three-Stage Learning Model. Design science research is used for the course redesign and development of the learning environment, and action research is integrated to undertake participatory evaluation of the intervention. The action research involved the Students’ Approach to Learning survey, a comparative analysis of students’ performance, and qualitative data analysis of data gathered from various sources. The paper makes a theoretical contribution in presenting a design of a blended learning solution for large class teaching of programming grounded in constructivist learning theory and use of free and open source technologies. 相似文献
17.
应葳 《宁波大学学报(教育科学版)》2016,(5):105-108
混合式教学是传统教学与网络化教学相结合的一种教学模式,是目前高校教学改革的一个重要研究方向。文章借鉴混合式教学理念,设计了英语演讲课程“讲练分离”的课堂教学改革思路,提出以实践为主要特征的英语演讲课程应在学生在线自学的基础上,给予学生充分的课堂操练机会。阐述该课程的线上、线下活动设计、课程实施及课程评价方法。教学实践和问卷调查结果表明,讲练分离的混合式教学模式得到了学生的认可,也有助于推动传统课堂教学改革。 相似文献
18.
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
19.
刘爱华 《中国现代教育装备》2022,(3):99-101
学生解决复杂工程问题的能力需要通过深度学习获得.通过对课程思政进行系统性设计,可以有效激发学生深度学习的能动性.把课程思政与学生深度学习进行融合,加强工程实践项目探索,开展小组合作式学习,通过教学平台互动反馈,实现一体化的教学设计.提出多维学习参与度评测方法,开辟了课程思政内化成效评测的新方法. 相似文献
20.
巩万成 《河南职业技术师范学院学报(职业教育版)》2011,(4)
目前,高校思想政治理论课及其教学实践遇到了极大的挑战:一是要在所有在校大学生中开设,是通识课,是施行政治教育和良好品德教育的基础性主干课程;二是这种教育要在不同专业和知识准备的学生中实践教育理念,教材的处理难度大,学生学习的兴趣不高。因此,需要教师钻研教材理论,精心设计教案,驾驭课堂时势,把两课教学向学生、向现实、向人文素质培养的路向延伸。 相似文献