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1.
The use of student evaluations of teaching performance has been an important but controversial tool in the improvement of teaching quality during the past few decades. Although student evaluations of teaching are implemented in many faculties, not everyone is convinced of the desirability and utility of these ratings. In this paper, we present the results of a study with regard to the existence of a higher‐order factor that might influence students' perceptions of teaching and, thus, explain the variance in teacher rating scales. A second question concerns the effect of students' grades on teacher ratings and of other factors influencing this relationship (for instance, students' overall grades). 相似文献
2.
美国高等教育扩张时期的学生评价研究 总被引：11，自引：0，他引：11
学生评价肇始于 2 0世纪 2 0年代的哈佛大学 ,兴盛于美国高等教育大众化后期。大量研究表明 ,学生评价完全可以有效地评价高校教师的教学质量 ,但班级大小、学生期望、学科领域、课程类型、教龄、教师个性等对评分也存在一定影响。学生评价的偏差也值得引起我国高教界的关注。 相似文献
3.
Stefanie A. Wind Chia-Lin Tsai Sara B. Grajeda Christi Bergin 《School Effectiveness & School Improvement》2018,29(3):485-510
Teacher evaluation systems commonly rely on observation of teaching practice (OTP) by school principals. However, the value of OTP as evidence of teacher effectiveness depends on its psychometric quality. In this study, we address a key aspect of the psychometric quality of principals’ OTP ratings. Specifically, we investigate the degree to which rating scale categories have a consistent interpretation across teaching episodes and practices. Results suggest that the 1,324 principals’ use of the rating scale categories functioned as intended overall. However, we also found that the midpoint category is underutilized and that rating categories do not always reflect similar levels of teaching effectiveness across teaching episodes and practices. When such discrepancies occur, we cannot assume principals’ ratings reflect a consistent level of teacher effectiveness within and across classrooms. This is a critical component of validity evidence that can inform the interpretation of OTP ratings and point to areas for improvement in both the rubrics and in principals’ training for classroom observations. 相似文献
4.
Benjamin A. Mason Adalet Baris Gunersel Emilie A. Ney 《Psychology in the schools》2014,51(10):1017-1030
Behavior rating scales are indirect measures of emotional and social functioning used for assessment purposes. Rater bias is systematic error that may compromise the validity of behavior rating scale scores. Teacher bias in ratings of behavior has been investigated in multiple studies, but not yet assessed in a research synthesis that focuses on the role of ethnicity and culture. Teacher bias in ratings of student behavior was investigated through a comprehensive literature review that only included studies with a defensible criterion of true behavior against which to compare rating scores. A final total of 13 studies of teacher bias suggested mixed evidence for bias due to student ethnicity and strong evidence of bias due to teacher culture, particularly when positive stereotypes were violated. Limitations and future directions of research are discussed. 相似文献
5.
In a research project into the effectiveness of mathematics teaching in the first year of secondary education, external observers and students rated teachers' behaviour. The reliability and validity of both methods were established. The results show that teacher behaviour is assessed well when student ratings are aggregated at the classroom level. The quality of aggregated student ratings is as good as the quality of data from external observers. The predictive validity of aggregated student ratings is higher than the predictive validity of external observations when subject motivation is taken as a dependent variable. 相似文献
6.
John Ogier 《Assessment & Evaluation in Higher Education》2005,30(5):477-488
This study, using student ratings of lecturers, examines the perceived effect of the lecturer’s ability to communicate effectively. The relationship between the standard question—’The lecturer was able to communicate ideas and information clearly’—and the global rating question—’Overall, the lecturer is an effective teacher’—was investigated in 7072 undergraduate standard teaching surveys from one university, using the lecturer’s language background as a factor. The results show that overall student ratings of English as a second language (ESL) lecturers are, on average, 0.4 points lower on a five‐point scale than student ratings of native English speaking lecturers. There is a strong interaction between this average difference and the lecturer’s faculty, with little difference in arts (humanities and social sciences) through to 0.6 points difference in science. The study also found that, of the four categorical questions used in the university’s standard teaching survey, the ‘communication’ question had the highest correlation with the ‘overall’ question. The correlation (R?=?0.96) suggests that the standard teaching survey is overly influenced by the students’ perception of this one aspect of teaching—reflecting a transmission model. The rating difference between ESL and native English speaking lecturers is briefly explored. In addition, the paper briefly considers the implications of the above findings for teacher development and for student expectations against a background of a growing ESL student population. 相似文献
7.
Farhat Ali Burney 《British journal of educational technology : journal of the Council for Educational Technology》1989,20(3):200-208
Evaluation of teaching effectiveness by different sources is a well established practice. It is generally carried out in the form of student evaluation using rating scales. This article describes one such system designed for the College of Engineering at King Abdul Aziz University, Jeddah, Saudi Arabia. It describes the operation of the system in detail, including a rating scale questionnaire about both teacher and course. The author proposes a method of analysing the responses so as to make them effective for feedback. In order to demonstrate the efficiency of this proposed method of analysis, he presents a sample analysis of a two-semester period involving eight teachers, six courses (multi-section), and 16 responses. The results show that:
1 The average response for the same teacher from different courses was fairly consistent.
2 A norm can be developed to compare the average responses for different teachers.
3 There was a good correlation between the average rating of a teacher and the percentage of students wanting to take another course with him.
4 The students' responses about the content of a multi-section course were fairly consistent from different sections of that course.
5 The overall ratings of different courses were compared with each other, and showed good consistency with the nature of the courses.
Since the results were based on a two-semester period, a semester-to-semester comparison of either the teacher ratings or course ratings could not be made, but as more data is gathered this may become possible in future. 相似文献
1 The average response for the same teacher from different courses was fairly consistent.
2 A norm can be developed to compare the average responses for different teachers.
3 There was a good correlation between the average rating of a teacher and the percentage of students wanting to take another course with him.
4 The students' responses about the content of a multi-section course were fairly consistent from different sections of that course.
5 The overall ratings of different courses were compared with each other, and showed good consistency with the nature of the courses.
Since the results were based on a two-semester period, a semester-to-semester comparison of either the teacher ratings or course ratings could not be made, but as more data is gathered this may become possible in future. 相似文献
8.
Recent developments in higher education are likely to lead to increased evaluation of teaching and courses and, in particular, increased use of student evaluation of teaching and courses by questionnaire. Most studies of the validity of such evaluations have been conducted in terms of the relationship between traditional measures of how much students learn and their ratings of teaching and courses. But there have been few if any studies of the relationship between students' rating of teaching and the quality of student learning, or in how the students approached their learning.For the evaluation of teaching and courses by questionnaire to be valid we would expect that (1) those students reporting that they adopted deeper approaches to study would rate the teaching and the course more highly than those adopting more surface strategies and, more importantly, (2) those teachers and courses which received higher mean ratings would also have, on average, students adopting deeper strategies.In the paper we report the results for eleven courses in two institutions. The results, in general, support the validity of student ratings, and suggest that courses and teaching in which students have adopted deeper strategies to learning also have higher student ratings.An earlier version of this paper was presented at the 1989 Annual Conference of the Higher Education Research and Development Society of Australia. 相似文献
9.
Leonidas Kyriakides Bert P.M. Creemers Anastasia Panayiotou Gudrun Vanlaar Michael Pfeifer Gašper Cankar 《欧洲师范教育杂志》2014,37(2):125-143
This paper argues for the value of using student ratings to measure quality of teaching. An international study to test the validity of the dynamic model of educational effectiveness was conducted. At classroom level, the model consists of eight factors relating to teacher behaviour: orientation, structuring, questioning, teaching modelling, application, management of time, teacher role in making classroom a learning environment and assessment. In each participating country (i.e. Belgium/Flanders, Cyprus, Germany, Greece, Ireland and Slovenia), a sample of at least 50 primary schools was used and all grade 4 students (n?=?9967) were asked to complete a questionnaire concerning the eight factors of the dynamic model. Structural equation modelling techniques were used to test the construct validity of the questionnaire. Both across- and within-country analyses revealed that student ratings are reliable and valid for measuring the functioning of the teacher factors of the dynamic model. Implications for teacher education are drawn. 相似文献
10.
This study tested the Systematic Distortion Hypothesis by examining the factorial validity of student ratings of university
teaching. Factorial validity is defined as the degree to which covariance among judged traits resembles the actual or true
covariation of observable behaviors underlying these traits. Although many studies have examined the factorial validity of
ratings, results are inconsistent. The present study used a more complete methodology to address some of the limitations of
previous studies. Student ratings of teaching and measurements of actual teaching behaviors were obtained for 32 instructors.
Student ratings were compared to frequency counts of actual teaching behaviors obtained from videotape and to students’ similarity
judgments of teacher characteristics. It was found, first, that the structure of student ratings showed a moderately strong
relation to the structure of actual behaviors, and a somewhat stronger relation to the structure of conceptual associations;
and second, that the effects of systematic distortion were more pronounced for low-inference student ratings than for high-inference
ratings. 相似文献
11.
12.
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
13.
14.
NGTA and IGTA Training and Experience: Comparisons Between Self-Ratings and Undergraduate Student Evaluations 总被引：1，自引：0，他引：1
Undergraduate student ratings and corresponding graduate teaching assistant (GTA) self-ratings of nine teaching effectiveness factors were evaluated to determine the extent to which math and science GTAs who speak English as their native language (NGTA) differ from their international counterparts (IGTA). Overall, GTA self-ratings were consistently higher than corresponding student ratings. Differences in ratings between the two groups of GTAs were dependent upon specific teaching effectiveness factors and the source of the rating. GTA self-ratings were generally higher for IGTAs while student ratings were consistently higher for NGTAs.David M. Shannon: Educational Research from the University of Virginia, and his areas of research include teacher effectiveness and teacher evaluationMatthew S. Moore: received the Ed.D. from Auburn University in Higher Education Administration. 相似文献
15.
To advance the discussion on the validity of student evaluations of university teaching, student ratings of two teaching dimensions – student involvement and rapport – were compared with corresponding observer ratings. Seven potential bias variables were tested with regard to their impact on the students’ teaching assessment: three teacher characteristics (first impression, enthusiasm, humour) and four student characteristics (prior interest, expected grades, study experience, class attendance). Bias was defined as an impediment of the students’ assessment of teaching on course level. By means of bivariate correlations with course averages and two-level latent moderated structural equations, data of 1,716 students in 80 courses were analysed. Results showed that all three teacher characteristics were genuinely connected to rapport, and even explained variance of the student-rated variable when controlling for observer-rated rapport. The assessment of student involvement was not modified by the teacher characteristics except for teacher enthusiasm, which affected the student evaluation when controlling for observed involvement and, moreover, moderated the relation between the observed and the student-rated variable. For the examined student characteristics, no biasing effects were found – neither on rapport nor on student involvement. 相似文献
16.
Geoff Isaacs 《Assessment & Evaluation in Higher Education》1989,14(1):1-10
It is reasonable to ask whether staff who have their teaching evaluated improve their teaching as a result, but this question is probably an unanswerable one. In the present paper, however, we look at whether staff evaluated on more than one occasion using the same type of teaching in the same subject improve their ratings. The study is based on ratings generated from over 2000 class groups evaluated during a four year period and involving about 72000 student questionnaires. About one quarter of these class groups satisfied the selection criteria (same subject and teaching method on two separate occasions) and were included in the analysis. We find that on average there is a modest increase in both subject and teacher ratings. Further analysis reveals that the change in the relevant initial rating on average decreases with increasing initial rating. There is no clear relationship apparent between the number of semesters between successive evaluations and the magnitude of the change in ratings. 相似文献
17.
Chad D. Ellett Karen S. Loup RIta R. Culross Joanne H. McMullen John K. Rugutt 《Journal of Personnel Evaluation in Education》1997,11(2):167-192
This study was informed by three bodies of important literature: (1) research on faculty teaching performance and course evaluation in higher education, (2) research on students' personal (constructivist-based) views of characteristics of teaching and learning environments, and (3) human efficacy. The article describes the development and validation of a new measure designed to assess students' perceptions of the extent to which higher education learning environment characteristics enhance students' personal learning. Results of factor analyses of the Student Assessment of Teaching and Learning (SATL) and criterion-related validity analyses are reported for 2,190 students in 145 separate classes. Criteria used for analysis are (1) measures of students' perceptions of constructivist-based, personal learning environments and students' self-efficacy beliefs, (2) course emphasis on higher-order thinking skills and personal and applied knowledge, and (3) two summative judgments of overall course quality. Implications of the findings are discussed in light of using student rating information for formative evaluation purposes and using students' reflections on personal learning as an element of assessing the quality of teaching and learning in higher education settings. This latter view is contrasted to procedures that are more traditionally used to evaluate faculty, teaching, and course characteristics. 相似文献
18.
Effects of grading practices and time of rating on student ratings of faculty performance and student learning 总被引：2，自引：0，他引：2
The effects of grading practices (strict, lenient) and time of rating (after a lecture, after taking an examination, after receiving feedback on performance on the examination) on student ratings of faculty performance and student learning (i.e., performance on an examination) were assessed in two experimental studies. Results indicated that (1) student ratings were directly affected by grading practices and this effect was a function of the time at which ratings were cornpleted, and (2) student learning and students' ratings of faculty were positively correlated, and grading practices had no effect on student learning. Implications of these findings for the administrative use of student ratings are considered. 相似文献
19.
This study assesses the validity of instructor ratings as measures of instructional effectiveness. Multiple regression analysis was used to assess the relationship between ratings of classroom practices, instructor characteristics and student commitment to the course and an overall rating of the instructor. Sixty-four percent of the variance in instructor ratings could be explained by variance in students' ratings for eleven course-related items. It was concluded that variance in instructor ratings reflected variance in classroom and instructional practices. 相似文献
20.
教师的教育观直接影响其教育教学行为与学生心理素质的发展。心理学教师只有树立了正确的教育观 ,才能很好地发挥心理学教学对学生心理素质教育的主导作用 ,促进学生心理素质全面发展。心理学教师应该树立正确的教学目标观、新的教学质量观、现代学生观、现代教师观、新型师生观等。 相似文献